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Massive Open Online Courses (MOOCs) have raised high expectations due to their potential for changing the relationship among students and professors, academy, and the general community. The terms " massive " , " open " , " online " and " course " have been redefined and reinvented so many times that it is difficult to offer a wide broad definition...
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... MOOC are online courses distinguished by the lack of traditional entry criteria, free involvement, content supplied fully online, and a project aimed at assisting many students [17]. There is no requirement to maintain an institutional link with universities, there is no deadline to register, there is no penalty for non-compliance [18], and there is unconstrained and asynchronous delivery [19]. MOOC was identified as a resource that can improve admission to high-quality higher education [20], "popularize education, and expand access to knowledge" [21]. ...
The Engineers in Society (EIS) course is a common course unique to Universiti Teknologi
PETRONAS. However, every semester, the course receives 300 to 500 students, making managing and delivering it a challenging task. The EIS course is thus in need of a suitable mode of delivery where the teaching and learning process can cater to a large number of participants from a variety
of programs. The aim of this study is to address the effect of Massive Open Online Courses MOOC
factors implementation on the continuance intention of students. The study employed a survey that
was designed from a literature review. The survey adopted a series of questions to gather information
about the problem under investigation. One hundred forty-eight responses were collected from
the students in different engineering, project and operation management, quality, sustainability,
and entrepreneurship programs. In addition, partial least squares regression-structural equation
modelling was used to analyze data. Based on the results, there is a significant impact of MOOC implementation factors on the continuance intention of students. Nevertheless, students showed a high intention to continue studying engineering in society courses online MOOC. Therefore, the current study provides practical evidence for management and lecturers of the university to enhance MOOC factors to ensure the high quality of teaching and enhance the continuance intention of students to study in a MOOC environment.
... MOOCs are online courses characterized by the absence of formal entrance requirements, free participation, content delivered entirely online, a project designed to support thousands of students (Chapman et al., 2016), no need to keep an institutional bond with universities, no deadline for registration, no penalty in case of evasion (Yadira, De, Sancho-vinuesa, Georgina, & Zermeño, 2015), and asynchronous and unrestricted delivery (DeBoer, Ho, Stump, & Breslow, 2014). ...
... The MOOC "Fundamentals of Administration" is characterized by the absence of formal entry requirements, having free participation, content delivered entirely online (Chapman et al., 2016), not requiring the student to have ties to the university. Content delivery is asynchronous (DeBoer et al., 2014), which enables the course to be started at any time and there is no deadline for enrollment (Yadira et al., 2015). From the features identified in the literature review, it is possible to classify the MOOC "Fundamentals of Administration" as an xMOOC, whose learning approach is more traditional (Zheng, Wisniewski, Rosson, & Carroll, 2016). ...
Massive Open Online Courses (MOOCs) are presented as an option to the traditional model of higher education institutions. MOOCs have been used as part of face-to-face regular university courses as a new form of blended learning (BL), but little is known about the best ways to design effective MOOC-based BL. Besides, studies that assess the intention to continue using MOOCs do not assess their quality and value as perceived by students. This study aims to understand how MOOCs can be better integrated into blended learning. To do so, an exploratory case study was carried out a in MOOC-based BL in the discipline Fundamentals of Administration at a Brazilian university to evaluate three aspects: (1) pedagogical approach/rationale; (2) pedagogical/ instructional design for integrating the MOOC into the course; and (3) perceived quality and value by the students. The results show that the MOOC was used as a blended learning method in an introductory course, replacing part of the hours of face-to-face classes, allowing an increase of the number of students per teacher, besides making the discipline more attractive to the students. Results also show that the functional value perceived by the students is favorable, with a score of 4.53 (7-point scale) and is influenced by the perceived quality regarding the MOOC (r = 0.29) and blended learning process (r = 0.22). This study extends previous research by demonstrating two different designs of MOOC-based BL that contribute to the improvement of the pedagogical process, reduce costs, and improve the quality problems of MOOCs. In addition, this study developed a model that associates perceived quality and perceived value with the intention to continue MOOCs within the context of the MOOC-based BL. This model may be used to evaluate which strategies for MOOC-based BL generate the highest perceived quality by the students.
... The remaining 5 studies received a fair rating because of a higher consideration for possible bias. In total, 2 studies that were able to measure exposure before outcomes such as studies that performed pretests and posttests [21,22], 3 studies that accounted for confounding variables [21][22][23], 2 studies that used validated exposure [24,25], and 2 studies that used outcome measures [23,25] received a better quality rating. ...
... In all, 12 studies used 1 data source [20,24,25,27,28,31,32,38,43,47], 11 studies used 2 data sources [21,26,29,30,33,34,36,40,42,45,51], 7 studies used 3 data sources [22,35,39,41,44,46,48], 2 studies used 4 data sources [23,37], and 1 study used 5 data sources [52]. The most used data sources were surveys followed by learning management system (LMS), quizzes, and interviews ( Table 2). ...
... These data sources were used to collect data on different aspects of the evaluation. In total, 8 studies collected data through interviews and had a population size ranging from 2 to 44 [23,37,39,42,43,49,51,52]. In total, 20 studies that collected data through surveys had a population size ranging from 25 to 10,392 [22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][44][45][46]51,52]. In all, 18 studies that collected data through the LMS [22,24,26,[29][30][31][33][34][35][39][40][41][42][44][45][46]48,52] had a population size made of participants or data points (eg, discussion posts) ranging from 59 to 209,871. ...
BACKGROUND
Massive open online courses (MOOCs) have potential for broad education impact due to the large number of learners undertaking these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses.
OBJECTIVE
This review aims to identify current MOOC evaluation methods in order to inform future study designs.
METHODS
We systematically searched the following databases: (1) SCOPUS; (2) Education Resources Information Center (ERIC); (3) IEEE Xplore; (4) Medline/PubMed; (5) Web of Science; (6) British Education Index and (7) Google Scholar search engine for studies from January 2008 until October 2018. Two independent reviewers screened abstracts and titles of the studies. Published studies in English including MOOC evaluation studies were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection and data analysis methods were quantitatively and qualitatively analysed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for RCTs, the NIH - National Heart, Lung and Blood Institute quality assessment tool for cohort observational studies, and for “Before-After (Pre-Post) Studies With No Control Group” to assess the risk of bias.
RESULTS
The initial search resulted in 3275 studies, 776 of which were duplicates. Thirty-three eligible studies were included in this review. Studies mostly had a cross-sectional design evaluating one version of a MOOC. We found that studies mostly had a learner-focused, teaching-focused or platform-focused motivation to evaluate the MOOC. The most used data collection methods were surveys, learning management system data and quiz grades and the most used data analysis methods were descriptive and inferential statistics. The methods for evaluating the outcomes of these courses are diverse and unstructured. Most studies with cross-sectional design had low quality assessment, whereas randomised controlled trial and the quasi-experimental studies received better quality assessment.
CONCLUSIONS
MOOC evaluation data collection and data analysis methods should be determined carefully based on the aim of the evaluation. Currently available MOOC evaluations are subject to some methodological bias, which should be taken into account to reduce its effects on evaluation findings. There are many ways studies could try to reduce bias either by using pre-MOOC measures for comparison or by controlling for confounding variables. ¬¬¬Future MOOC evaluations should consider using more diverse data sources and data analysis methods.
CLINICALTRIAL
N/A
... The remaining 5 studies received a fair rating because of a higher consideration for possible bias. In total, 2 studies that were able to measure exposure before outcomes such as studies that performed pretests and posttests [21,22], 3 studies that accounted for confounding variables [21][22][23], 2 studies that used validated exposure [24,25], and 2 studies that used outcome measures [23,25] received a better quality rating. ...
... In all, 12 studies used 1 data source [20,24,25,27,28,31,32,38,43,47], 11 studies used 2 data sources [21,26,29,30,33,34,36,40,42,45,51], 7 studies used 3 data sources [22,35,39,41,44,46,48], 2 studies used 4 data sources [23,37], and 1 study used 5 data sources [52]. The most used data sources were surveys followed by learning management system (LMS), quizzes, and interviews ( Table 2). ...
... These data sources were used to collect data on different aspects of the evaluation. In total, 8 studies collected data through interviews and had a population size ranging from 2 to 44 [23,37,39,42,43,49,51,52]. In total, 20 studies that collected data through surveys had a population size ranging from 25 to 10,392 [22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][44][45][46]51,52]. In all, 18 studies that collected data through the LMS [22,24,26,[29][30][31][33][34][35][39][40][41][42][44][45][46]48,52] had a population size made of participants or data points (eg, discussion posts) ranging from 59 to 209,871. ...
Background:
Massive open online courses (MOOCs) have the potential to make a broader educational impact because many learners undertake these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses.
Objective:
The aim of this review was to identify current MOOC evaluation methods to inform future study designs.
Methods:
We systematically searched the following databases for studies published from January 2008 to October 2018: (1) Scopus, (2) Education Resources Information Center, (3) IEEE (Institute of Electrical and Electronic Engineers) Xplore, (4) PubMed, (5) Web of Science, (6) British Education Index, and (7) Google Scholar search engine. Two reviewers independently screened the abstracts and titles of the studies. Published studies in the English language that evaluated MOOCs were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection, and data analysis methods were quantitatively and qualitatively analyzed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for randomized controlled trials (RCTs) and the National Institutes of Health-National Heart, Lung, and Blood Institute quality assessment tool for cohort observational studies and for before-after (pre-post) studies with no control group.
Results:
The initial search resulted in 3275 studies, and 33 eligible studies were included in this review. In total, 16 studies used a quantitative study design, 11 used a qualitative design, and 6 used a mixed methods study design. In all, 16 studies evaluated learner characteristics and behavior, and 20 studies evaluated learning outcomes and experiences. A total of 12 studies used 1 data source, 11 used 2 data sources, 7 used 3 data sources, 4 used 2 data sources, and 1 used 5 data sources. Overall, 3 studies used more than 3 data sources in their evaluation. In terms of the data analysis methods, quantitative methods were most prominent with descriptive and inferential statistics, which were the top 2 preferred methods. In all, 26 studies with a cross-sectional design had a low-quality assessment, whereas RCTs and quasi-experimental studies received a high-quality assessment.
Conclusions:
The MOOC evaluation data collection and data analysis methods should be determined carefully on the basis of the aim of the evaluation. The MOOC evaluations are subject to bias, which could be reduced using pre-MOOC measures for comparison or by controlling for confounding variables. Future MOOC evaluations should consider using more diverse data sources and data analysis methods.
International registered report identifier (irrid):
RR2-10.2196/12087.
... Submissão: 28/Fev/2017-Segunda versão: 28/Set/2017-Aceite: 14/Dez/2017 emergente reside no fato de desenvolver um sentido de participação global na educação, argumentando que a característica de massividade constitui não só algo sem precedentes, mas também de valor significativo para a educação. Garza, Sancho-Vinuesa, & Gómez Zermeño, 2015), entrega assíncrona e sem restrições geográficas, de idade, financeiras ou de qualquer natureza ( DeBoer, Ho, Stump, & Breslow, 2014 Zutshi, O'Hare, & Rodafinos, Teoria e Prática em Administração, volume, número, ano Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro Moura & Souza p. 102-127 DOI: http://dx.doi.org/10.21714/2238-104X2017v7i2-33103 Submissão: 28/Fev/2017-Segunda versão: 28/Set/2017-Aceite: 14/Dez/2017 2013). ...
As Instituições de Ensino Superior (IES) são um importante indicador dos recursos de conhecimento de uma nação, mas enfrentam muitos desafios. Nesse cenário, a educação a distância e aprendizagem online são mencionadas como opções para o modelo tradicional de aprendizagem e, no atual debate sobre o tema, a discussão sobre os MOOCs tem ganhado destaque. Grande parte da discussão está focada na distinção entre cMOOCs e xMOOCs, na demografia dos usuários, nos desafios para esses cursos e em seus impactos no ensino superior. Apesar de aparente consenso na literatura sobre o impacto dos MOOCs no ensino superior, parece haver divergência com relação a natureza desse impacto. Dessa forma, o objetivo deste artigo é avaliar o potencial disruptivo dos MOOCs para o modelo de negócio de IES brasileiras privadas e com fins lucrativos, identificar as características das IES brasileiras que estão oferecendo MOOCs e quais são as características e áreas temáticas dos MOOCs oferecidos por elas. Para atender aos objetivos propostos, foi realizada uma pesquisa quantitativa e exploratória. Para o levantamento dos dados foram identificadas as plataformas que oferecem MOOCs a partir da revisão da literatura. Concluída a etapa anterior, foram realizadas buscas nos sites das plataformas identificadas realizando os filtros necessários para extração de dados referentes aos cursos ofertados por instituições de ensino superior brasileiras. Os resultados demonstram que os MOOCs são, essencialmente, oferecidos por IES públicas e privadas sem fins lucrativos que disponibilizam acesso ao material gratuitamente. A maioria dos cursos não exige pré-requisitos, é lecionada no idioma português e concentra-se em algumas áreas do conhecimento. Mais da metade dos cursos permite inscrições imediatas e não oferece certificação. Os MOOCs possuem características com potencial disruptivo, no entanto, é necessário que superem alguns desafios.
... The average completion rate of MOOCs is 10-20% (North, Richardson, & North, 2014). For example, the completion rate of 12 Coursera MOOCs offered between 2013 and 2014 was approximately 11% (de la Garza, Sancho-Vinuesa, & Zermeno, 2015). While substantially accentuated in online courses, completion rate is a challenge faced by FTF courses as well (Adamopoulos, 2013). ...
Is online education an effective and viable alternative to face-to-face education? The purpose of this dissertation was to evaluate the effectiveness of online education at The University of Texas at Austin (UT-Austin). The dissertation focused on Synchronous Massive Online Courses (SMOCs) at The University of Texas at Austin since 2012. This dissertation analyzed the extent to which course effectiveness varies as a function of lecture environment, comparing SMOCs to similar face-to-face (FTF) courses.
In total, 25,726 students across 53 courses at UT-Austin were included in analyses. Researchers compiled all relevant student and course data archived in university databases and merged that with course data compiled from archived course syllabi. Then, Hierarchical Linear Modeling was used to test how (a) final course grades vary as a function of lecture environment (SMOC or FTF), controlling for socioeconomic status, scholastic aptitude, and course exam frequency, (b) subsequent semester grades vary as a function of lecture environment (SMOC or FTF), controlling for socioeconomic status, scholastic aptitude, and course exam frequency, and (c) course completion rates vary as a function of lecture environment (SMOC or FTF), controlling for socioeconomic status, scholastic aptitude, and course exam frequency.
The primary goal of this project was to examine the effectiveness of SMOCs in comparison to FTFs. Course effectiveness was operationally defined with three objective outcomes: final course grades, subsequent semester GPAs, and course completions. Findings show that there were no significant differences between SMOCs and FTFs on any of these objective measures. That is, SMOCs neither outperform nor underperform FTFs in final grades, subsequent semester GPAs, or course completions.
Because previous studies propose that increasing exam frequency may reduce SES-based achievement gaps (e.g., Pennebaker, Gosling, & Ferrell, 2013), and there are some mixed results in the literature about the effectiveness of frequent testing (e.g., Bell, Simone, & Whitfield, 2015), a secondary goal of this dissertation focused on the interaction of SES and exam frequency in the context of course effectiveness outcomes. Exam frequency interacted with lecture environment; such that for FTFs, there was no substantial difference in final course grades by exam frequency; however, for SMOCs, students with more exams had higher final course grades than students with fewer exams. The highest final grades were earned by students in SMOCs that provided the highest exam frequencies (while accounting for control variables). Exam frequency also interacted with socioeconomic status (SES); such that for lower SES students, when exam frequencies are lower the probabilities of course completion are lower than when exam frequencies are higher; and when exam frequencies are higher, the probabilities of course completion are higher than when exam frequencies are lower. For higher SES students, the probabilities of course completion did not vary by exam frequency. Given these findings, increasing exam frequencies in course structures is recommended.
Looking across a wide range of course topics and courses, and large number of students, this dissertation provides evidence that SMOCs are as effective as FTFs on objective course outcomes, both short- and long-term. This includes final course grades, subsequent semester GPAs, and course completion rates as course effectiveness measures. Economically, SMOCs are able to reach thousands of students by relying on fewer faculty without the need for large classrooms. At the same time, it frees faculty to teach more and smaller upper division courses. Although the results of the SMOC and FTF courses were generally similar, the additional payoffs of the SMOCs make them a promising tool for the future of undergraduate education. If the high standard of educational course effectiveness is based in the traditional FTF course, then a comparable SMOC course meets that high standard.
... The first Massive Open Online Course (MOOC) was conducted in 2008 by George Siemens and Stephen Downes [5]. MOOCs are characterized by the absence of formal requirements for enrollment and free participation, by the content being delivered entirely online in an asynchronous manner, by not requiring a link with universities and the lack of penalty for evasion [6]. By definition, MOOCs are offered in virtual environments, with online registration and use of videos, blogs, etc. [7], and may or may not be linked to universities. ...
MOOCs can be considered the fifth generation of distance education and can potentially provide access to quality education to students with disadvantaged background in developing countries. However, ensuring that MOOCs provide access to education to these students involves ensuring access to the necessary ICT infrastructure. The question is then whether the access to technology is truly democratic, especially in those countries. The aim of this study is then to assess the potential for democratization of quality education provided by MOOCs, considering the perspective of access to technology. To reach this objective, data obtained from 4.784 students from 27 universities in 9 Southern Hemisphere countries were analyzed. Results show that the potential for democratization of education provided by the MOOCs is limited by access barriers to technology, so that to fully realize their potential, governmental actions are necessary to democratize access to technology and promote the reduction of the digital skill gap.
Christian T. Toth untersucht den Einfluss von Persönlichkeitsfaktoren und dem Prokrastinationsverhalten von Teilnehmern und Teilnehmerinnen in Massive Open Online Courses (MOOCs). Der Autor bettet die Forschungsergebnisse in eine Rezeption und Systematisierung der internationalen MOOC-Forschung ein und diskutiert sie hinsichtlich ihrer Bedeutsamkeit für die (Weiter-)Entwicklung. Schließlich werden die Ergebnisse, auch bezogen auf den digital divide, aus einer gesellschaftsanalytischen Perspektive gedeutet. Die Basis der vorliegenden Forschung sind die in Kooperation mit dem MOOC-Provider ‚Iversity‘ erhobenen Daten aus vier internationalen MOOCs.
Der Inhalt
• Forschungsüberblick zu Massive Open Online Courses (MOOCs)
• Die Bedeutung der Persönlichkeit und der Prokrastination im E-Learning
• Quantitative Analysen von vier internationalen MOOCs
• Kritische Analyse im Zusammenhang mit der digitalen Spaltung
Die Zielgruppen
• Dozierende und Studierende der Erziehungs-, Bildungs- und Sozialwissenschaften
• Praktiker und Praktikerinnen im Bereich des E-Learning, der Medien- und Erwachsenenbildung und der außerberuflichen Weiterbildung
Der Autor
Christian T. Toth ist wissenschaftlicher Mitarbeiter am Institut für Erziehungswissenschaft der Johannes Gutenberg-Universität in Mainz und forscht an der Schnittstelle von Allgemeiner Pädagogik und Medienpädagogik mit Schwerpunkten in der Persönlichkeits- und Bildungsforschung.
E-Learning (von electronic learning) ist “ein vielgestaltiges gegenständliches und organisatorisches Arrangement von elektronischen bzw. digitalen Medien zum Lernen, virtuellen Lernräumen und ‘Blended Learning’” . E-Learning ist deshalb ein sehr weitgefasster und zunehmend unpräziser Begriff, denn das Spektrum des E-Learning reicht von den ersten Ansätzen des ‘Computer Based Training’ aus den 1980er Jahren bis hin zu rein digitalen Lernumgebungen wie bei MOOCs.
