Open Access
Patterns of engagement in connectivist MOOCs
Colin Milligan,Allison Littlejohn,Anoush Margaryan +2 more
- Vol. 9, Iss: 2, pp 149-159
TLDR
In this paper, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC to determine patterns of engagement and factors affecting engagement in the course, three distinct types of engagement were recognized: active participation, passive participation and lurking.Abstract:
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills, motivations, and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analyzed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognized – active participation, passive participation, and lurking. In addition, a number of key factors that mediated engagement were identified including confidence, prior experience, and motivation. This study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.read more
Citations
More filters
Journal ArticleDOI
Instructional quality of Massive Open Online Courses (MOOCs)
TL;DR: An analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs) found that the majority of MOOCs scored poorly on most instructional design principles, however, most MOocs scored highly on organisation and presentation of course material.
Journal ArticleDOI
Actor engagement as a microfoundation for value co-creation
TL;DR: In this article, the actor engagement is defined as both the actor's disposition to engage and the activity of engaging in an interactive process of resource integration within a service ecosystem, which leads to identifying research issues for actors, engagement platforms, actor disposition, engagement properties and resource integration patterns.
Journal ArticleDOI
Learning in MOOCs: Motivations and self-regulated learning in MOOCs
TL;DR: Learners' motivations and goals were found to shape how they conceptualised the purpose of the MOOC, which in turn affected their perception of the learning process.
Proceedings ArticleDOI
Demographic differences in how students navigate through MOOCs
Philip J. Guo,Katharina Reinecke +1 more
TL;DR: This paper presents an empirical study of how students navigate through MOOCs, and is, to this knowledge, the first to investigate how navigation strategies differ by demographics such as age and country of origin.
Journal ArticleDOI
Learning Engagement and Persistence in Massive Open Online Courses (MOOCS)
Yeonji Jung,Jeongmin Lee +1 more
TL;DR: This study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs to investigate how to facilitate learners' engagement and persistence in massive open online courses.
References
More filters
Journal ArticleDOI
How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability
TL;DR: The authors operationalize saturation and make evidence-based recommendations regarding nonprobabilistic sample sizes for interviews and found that saturation occurred within the first twelve interviews, although basic elements for metathemes were present as early as six interviews.
Journal Article
Building a Practically Useful Theory of Goal Setting and Task Motivation
Edwin A. Locke,Gary P. Latham +1 more
TL;DR: The authors summarize 35 years of empirical research on goal-setting theory, describing the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives.
Journal Article
Connectivism: A Learning Theory for the Digital Age
TL;DR: In this paper, the authors present an approach for teaching distance learning in Instructional Technology and Distance Learning (ITDL) courses, based on the International Journal of Instructional technology and distance learning (IITDL).
Journal ArticleDOI
On Two Metaphors for Learning and the Dangers of Choosing Just One
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).
TL;DR: Pintrich and Pintrich as discussed by the authors presented a manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) for teaching and learning at the National Center for Research to improve postsecondary education.