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

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1 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]

2 Content Introduction Significance of the study Methodology Results Conclusion Implications Issues for reflection 2

3 What is MOOC? 3

4 A MOOC is a course, it s open, it s participatory, it s distributed, and it supports life-long networked learning. Dave Cormier 4

5 MOOCs are. 5

6 There is only one thing more painful than learning from experience, and that is not learning from experience. Archibald MacLeish 6

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

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

9 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

with digital catalogue search of Leiden University Inclusion Peer-review Teaching-learning dimension NOT procedia,

10 Results Participation and Engagement Students academic characteristics Students personal characteristics Course design Retention Students individual differences Course design Assessment for Learning Formative assessment to enhance students understanding Success Student characteristics Course design 10

individual differences Course design Assessment for Learning Formative

11 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

lecturing in xmooc, accessible course content, project-based assignments, learning approaches

12 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

Duration, flexibility, accessing first lecture, support from instructor, engagement with

13 Assessment for Learning Peer-assessment, self-assessment, peer-feedback, guided assessment with rubric, instructor-feedback, AES, personalized feedback 13 ICLON, Interfacultair Centrum voor Lerarenopleiding, en Nascholing Universiteit Leiden.Onderwijsontwikkeling Bij ons leer je de wereld kennen.

feedback 13 ICLON, Interfacultair Centrum voor Lerarenopleiding, en

14 Success 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. 14

(i.e. video), providing feedback, active engagement, unique features of course (brain rewired, the daily), use of social

15 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 Course Factors Tools, Pedagogy, Content, Duration, Assessment Learning Experiences Participation and Engagement Success Retention 15

Personal Characteristics Self-motivation, Self-confidence, Intrinsic motivation, Participation, SES, Task-oriented

16 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

structure assignment Time management skills Shorter MOOCs Accredit MOOCs

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

Orientation for novice MOOC participants Usage of feedback Interactive video formats Peer- assessment with rubrics 17 ICLON,

18 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 18

design format Differences between novice and experienced MOOC participants Ways

19 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

To what extent are instructors or course designers responsible for

20 20

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