Students learning experiences in MOOCs: A literature review and thematic content analysis

Students’ learning experiences in MOOCs: A literature review and thematic content analysis Dr. Olga Pilli & Prof. Dr. Wilfried Admiraal (ICLON) [VOR Divsion ICT and HE Symposium, Research on MOOCs', Wageningen University, The Netherlands]

[26 May 2015]

ICLON, Interfacultair Centrum voor Lerarenopleiding, en Nascholing Universiteit Leiden.Onderwijsontwikkeling Bij ons leer je de wereld kennen.

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Introduction Significance of the study Methodology Results Conclusion Implications Issues for reflection


What is MOOC ?

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“A MOOC is a course, it’s open, it’s participatory, it’s distributed, and it supports life-long networked learning.” Dave Cormier

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MOOCs are ….

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“There is only one thing more painful than learning from experience, and that is not learning from experience.” ― Archibald MacLeish

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Why this study ? Understanding students’ learning experiences in open online courses is an important step toward the designing successful online learning environment. 7


Purpose

To review the research articles on MOOCs, concerning which design factors are mostly related to develop significant learning experiences in MOOCs 8


Methodology • Key Words: Massive Open Online Course(s) or MOOCs teaching, and learning experiences.

• Academic databases

(Academic Search Premier

(EBSCO), ProQuest, Annual Reviews, Science Direct, Cambridge Journals) with

digital catalogue search of

Leiden University • Inclusion • Peer-review • Teaching-learning dimension • NOT procedia, proceedings book

41 research studies

• Four themes emerged: participation and engagement, retention, assessment for learning, and success. 9


Results Participation and Engagement Retention Assessment for Learning Success 10

• Students’ academic characteristics • Students’ personal characteristics • Course design

• Students’ individual differences • Course design

• Formative assessment to enhance students’ understanding

• Student characteristics • Course design


Participation and Engagement • prior experiences, priorknowledge, expertise, academic achievement. • self-confidence, and motivation, no emotive language • Usage of SNS course tools, open cMOOC, video lecturing in xMOOC, accessible course content, project-based assignments, learning approaches creation of community, communication, monitoring of learning, interaction, peer learning, peer-evaluation. 11


Retention • Time on task, intrinsic motivation, low SES, participated students, students with weak academic achievement, prior achievement, task –oriented, matriculated students • Duration, flexibility, accessing first lecture, support from instructor, engagement with course materials, time on video watching, reputation of the course, cognitive engagement 12


Assessment for Learning • Peer-assessment, self-assessment, peer-feedback, guided assessment with rubric, instructor-feedback, AES, personalized feedback

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Success

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• Intrinsic motivation, matriculated students, individual intentions, participation, satisfaction and student background • Assignment-oriented, wellstructured, sequential order, welldesign assessments, task-oriented, small cMOOC, quality of materials (i.e. video), providing feedback, active engagement, unique features of course (brain rewired, the daily), use of social networks, using forms, personalized learning environment, video usage, constructivistconnectivist MOOC, flipped MOOCs, teaching methods. ICLON, Interfacultair Centrum voor Lerarenopleiding, en Nascholing Universiteit Leiden.Onderwijsontwikkeling Bij ons leer je de wereld kennen.

3P Model for the factors account for learning experiences in MOOCs Presage

Process

Product

Students' Characteristics Factors Academic Characteristics Prior-knowledge, Priorexperience, Expertise, Academic achievement, Matriculation Personal Characteristics Self-motivation, Self-confidence, Intrinsic motivation, Participation, SES, Task-oriented

Learning Experiences Participation and Engagement

Success Retention

Course Factors Tools, Pedagogy, Content, Duration, Assessment 15


Design principles for significant learning experiences • Need assessment • Tools and resources • Personalized feedback (machine/human) • Formative evaluation • Clear and structure assignment • Time management skills • Shorter MOOCs • Accredit MOOCs • Facilitate self-directed learning • Well-structured ID model • Authentic e-learning activities 16


Implications for practice  The need to use an instructional design (learning objectives) betterquality learning  Team work while creating MOOC  miniMOOC (with sections/groups or SPOC)  Assignment-based MOOCs  Creative and authentic e-activities  Orientation for novice MOOC participants  Usage of feedback  Interactive video formats  Peer- assessment with rubrics 17


Implications for further research  Impact of MOOCS on students’ performance/achievement  Needs of learners and instructors  Impact of course design format  Differences between novice and experienced MOOC participants  Ways to increase engagement  Alternative assessment methods  Possible ways to provide individualized feedback

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• Are traditional ID models providing sufficient foundation for MOOCs? or do we need a redefinition of ID for MOOCs ? • To what extent are instructors or course designers responsible for facilitating learning, other than providing content ? • Do we need to change teacher preparation for successful MOOC teaching? 19


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Students learning experiences in MOOCs: A literature review and thematic content analysis

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