Learners’ perspectives on MOOC design

From Digital Culture & Society

Oh, E. G., Cho, M.-H., & Chang, Y. (2023). Learners’ perspectives on MOOC design. Distance Education, 44(3), 476–494.

https://doi.org/10.1080/01587919.2022.2150126

Contents 1 Context 2 Overview 3 Research and Method 4 Strength and Limitations 5 Assessment

[edit] Context

The configurational aspects of educational platforms wield substantial influence over the contours of online learning. The impact extends beyond mere aesthetic considerations, significantly shaping the learning process, engendering engagement, and influencing the overall effectiveness of digital education. A judiciously designed platform, marked by visually appealing layouts and user-friendly navigation, contributes profoundly to fostering a positive user experience. The incorporation of accessibility considerations ensures the inclusivity of educational content, accommodating a diverse audience with varying abilities. Motivational elements, exemplified by interactive features and gamification, play pivotal roles in sustaining long-term learner interest and enhancing retention. Additionally, the integration of effective communication tools, such as message boards and discussion forums, establishes a critical nexus between educators and students. This facilitates collaborative and community-driven learning environments, vital for fostering a synergistic educational experience. Furthermore, the adoption of responsive design, compatible with diverse devices, promotes flexibility and accessibility. This adaptability enhances the platform's utility across a spectrum of technological interfaces, further contributing to the facilitation of seamless and effective online learning experiences.

[edit] Overview

This paper endeavours to investigate learners' perceptions of the design attributes inherent in Massive Open Online Courses (MOOCs). Despite the extensive discourse on MOOC design and instructional quality spanning the last decade, a discernible research gap exists concerning an explicit examination of MOOC design from the vantage point of learners. Addressing this void, the present study delves into the perspectives of MOOC participants, thereby contributing valuable insights for scholars and industry professionals seeking to enhance the proliferation and efficacy of MOOCs. Utilizing exploratory factor analysis on data obtained from 209 MOOC participants, the research identifies four salient dimensions of MOOC design—namely, human interactions, navigation, professional development, and course workload—that hold significance for learners. Furthermore, the study discerns associations between learner attributes, such as age and their specific objectives in engaging with MOOCs, and their predilections for MOOC design. The outcomes of this investigation not only offer a more comprehensive comprehension of MOOC design but also carry implications for subsequent research endeavours and provide practical guidance for the development of successful MOOCs.

[edit] Research and Method

The three research questions are

1. What are the dimensions learners value in MOOC design?
2. Are there any significant differences among the dimensions that MOOC learners value?
3. What learner characteristics are related to each dimension of MOOC design? (Leaner characteristics are defined as age, gender, the number of prior MOOCs taken and the goals learners bring)

A total of 209 MOOC learners voluntarily completed the survey. Among them, 140 learners (67%) were female and 65 of them (31.1%) were male. More than 80% of them were between ages 31 and 60. Over 65% of them had a graduate degree.

[edit] Strength and Limitations

A notable strength of the study lies in its implementation of exploratory factor analysis, through which the researchers discerned four pivotal dimensions comprising a total of 18 items: Human Interactions (8 items), Navigation (3 items), Professional Development (4 items), and Course Workload (3 items). These meticulously selected dimensions serve as effective analytical tools for scrutinizing the intricacies of Massive Open Online Courses (MOOCs). Another commendable aspect of the study is the substantial proportion of participants, amounting to over 77%, who possessed prior experience with MOOCs, thereby possessing a pre-established understanding of the anticipated dynamics, particularly with regard to human interaction within the MOOC environment. Conversely, a limitation of the study resides in the targeted demographic of professional learners aspiring to derive career-related benefits from MOOC participation. This select focus excludes a comprehensive representation of diverse age groups, especially neglecting the perspectives of younger generations. Additionally, the generalizability of the findings may be constrained, given the potential variation in participant expectations across intermediate-level courses or MOOCs with divergent thematic focuses.

[edit] Assessment

The study aimed to identify design dimensions valued by participants in a MOOC and explore the relationship between learner characteristics and these dimensions. Notably, participants placed a lower priority on human interactions than they did on professional growth, course workload, and navigation. Preferences for particular design dimensions were significantly predicted by age and learning objectives. The results indicate that, in light of the varied expectations of MOOC participants, design elements including easy navigation, workload management, and alignment with learners' goals should be taken into account. The findings of the study can be applied to enhance the design and delivery of MOOCs by tailoring design to participant expectations, emphasizing professional development opportunities and consideration of learner characteristics. In conclusion, putting the study's findings into practice requires a sophisticated, learner-centred strategy that prioritizes adaptability, participant expectations responsiveness, and ongoing development based on research and input from participants

Nw20de 10:10, 4 December 2023 (EST)