Heterogeneity of Learners' Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis

Autor/in	Kang, In Gu
Titel	Heterogeneity of Learners' Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis
Quelle	In: International Review of Research in Open and Distributed Learning, 21 (2020) 4, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Student Behavior; Video Technology; Higher Education; Teaching Methods; Learner Engagement; Student Characteristics; At Risk Students; Intervention; Dropouts; Academic Persistence; Enrollment + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student behaviour; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Einschulung
Abstract	Massive open online courses (MOOCs) have been touted as an effective way to make higher education accessible for free or for only a small fee, thus addressing the problem of unequal access and providing new opportunities to young people in middle and low income groups. However, many critiques of MOOCs have indicated that low completion rates are a major concern. Using a latent class analysis (LCA), a more advanced methodology to identify latent subgroups, this study examined the heterogeneity of learners' behavioral patterns in a MOOC, categorized them into distinctive subgroups, and ultimately determined the optimal number of latent subgroups in a MOOC. The five subgroups identified in this study were: "completing" (6.6%); "disengaging" (4.8%); "auditing" (4.6%); "sampling" (21.1%); and "enrolling" (62.8%). Results indicated this was the optimal number of subgroups. Given the characteristics of the three at-risk subgroups (disengaging, sampling, and enrolling), tailored instructional strategies and interventions to improve behavioral engagement are discussed. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01