Journal ArticleDOI
Learner engagement in MOOCs: Scale development and validation
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TLDR
Recommendations are made for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.Abstract:
The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.read more
Citations
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Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
TL;DR: A conceptual model based on the agentic view of social cognitive theory provides researchers and practitioners with a holistic picture to understand the MOOC engagement phenomenon by revealing mixed results compared to traditional distance education.
Journal ArticleDOI
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
TL;DR: In this paper, the authors investigated the relationship between MOOC design factors, learner commitment, self-directed learning, and intentions for future learning, using survey responses collected from 664 learners who took a large-scale MOOC.
Journal ArticleDOI
Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes
TL;DR: The results of this study suggest that adopting a multi-dimensional, person-centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.
Journal ArticleDOI
A Systematic Literature Review on the Quality of MOOCs
TL;DR: A systematic literature review on the quality of massive open online courses (MOOCs) found that the quality criteria for MOOCs identified in the analysed studies should be best organised in a categorisation scheme.
Journal ArticleDOI
Engaging students in a fully online accounting degree: an action research study
TL;DR: In this paper, student engagement is crucial for learning, especially in online learning, and they need to engage socially and collaboratively through their behaviours. But they also need to be able to adapt to their environment.
References
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Li-tze Hu,Peter M. Bentler +1 more
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School Engagement: Potential of the Concept, State of the Evidence
TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.
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TL;DR: In this article, the authors present a framework for the generation of ILOs for a course by identifying the kind of knowledge to be learned (declarative or functioning) and the level of understanding or performance to be achieved.