MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals.
From Digital Culture & Society
Liu, M., Zou, W., Shi, Y. et al. What do participants think of today’s MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals. J Comput High Educ 32, 307–329 (2020).
https://doi.org/10.1007/s12528-019-09234-x
Contents |
[edit] Context
An intriguing inquiry that frequently captivates my curiosity pertains to the rationale behind individuals opting for Massive Open Online Courses (MOOCs). This article endeavors to scrutinize the motivations prompting busy working professionals to engage in MOOCs and delineate the particular course features they deem valuable. The exploration encompasses an examination of the underlying motivations of working professionals, delving into both the advantageous aspects and challenges inherent in the design of MOOCs. Furthermore, the text conducts a comparative analysis between MOOCs and traditional face-to-face instruction, examining the demographics of MOOC enrollees and identifying the features that contribute to the appeal of MOOCs.
[edit] Overview:
The present study delves into an examination of the demographic characteristics of participants in Massive Open Online Courses (MOOCs). The inquiry explores the predilections of working professionals, noting a pronounced interest in subjects possessing immediate applicability to their professional responsibilities or personal spheres. MOOCs have evolved into widely embraced informal learning platforms among professionals, facilitating the enhancement of knowledge and skills to address contemporary professional challenges. The investigation reveals a notable prevalence of participants hailing predominantly from Western nations. In the specific case of a MOOC titled "Circuits and Electronics," the top five participating countries identified are the United States, India, the United Kingdom, Colombia, and Spain. A gender-based analysis indicates a discernible gender imbalance, with male participants constituting a substantial majority. For instance, in a survey of 7,161 respondents enrolled in the Circuits and Electronics course, 88% identified as male. A broader examination of 597,692 learners across HarvardX and MITx courses on the edX platform reveals that a mere 29% of registrants reported their gender as female. The article elucidates the motivating factors driving individuals to enroll in MOOCs, discerns key considerations influencing participation, scrutinizes the perceived utility or lack thereof of specific course features, and evaluates participant perspectives on MOOCs in comparison to traditional face-to-face instruction. This comprehensive inquiry contributes to a deeper understanding of the multifaceted dynamics governing MOOC participation and sheds light on the factors influencing the demographics of this burgeoning educational modality.
[edit] Research Design and Method
Research Questions:
What are the demographics of participants taking MOOCs, and what are their reasons for doing so? (RQ1)
How much time do the participants spend in taking the MOOCs and to what extent do they complete the assignments? What are their reasons for completing or not completing the assignments? (RQ2)
What course features do these participants find useful/not useful? Do the participants use social media tools such as a Facebook Group Page and/or YouTube Live Office Hours associated with the MOOCs, and what do they think of these tools as part of their learning experience? (RQ3)
How do participants compare the MOOCs with face-to-face instruction? (RQ4)
To answer these research questions, participants were students enrolled in three MOOCs that ran from spring to summer 2017 and were provided by the Knight Center for Journalism in the Americas at the University of Texas at Austin's College of Communication. There were 439 men (49.1%) and 456 women (50.9%) among the 895 participants. The same course materials, video lectures, quizzes, and weekly discussion forums are included in all MOOCs in order to keep participants interested and assess their progress.
Researchers created a survey with both Likert-scale and open-ended questions. The Survey consisted of 26 items in 6 sections and took account for:
- Demographics
- Reason for taking the MOOC
- Time spent and completion of exercise/assignments and reasons
- MOOC course Features
- Learning and Enjoyment and comparison with Face-to-face instruction
- Social media tools used.
[edit] Strengths and Weaknesses
This article provides a substantial repository of informative insights aimed at fostering a more profound comprehension of Massive Open Online Courses (MOOCs). Its narrative delves into the motivations underpinning individuals' enrollment in MOOCs, elucidates preferences and criticisms regarding the features inherent in these courses, and systematically examines participants' perceptions of their efficacy, alongside a comparative analysis with traditional face-to-face instruction. Employing quantitative surveys, the research endeavor endeavors to delineate the MOOC learning experience by presenting empirical data regarding participants' temporal investments, completion rates of exercises and assignments, and elucidation of reasons contributing to task non-completion. The article adeptly navigates a balanced portrayal of MOOCs, delineating both lauded features deemed beneficial by participants and those aspects perceived as less utilitarian. Facilitating an enriched understanding of enrolled participants' perspectives, the article critically addresses the binary comparison of MOOCs and traditional learning modalities, exploring the inherent strengths and weaknesses of each. Notwithstanding its commendable contributions, the study does grapple with certain limitations. The reliance on voluntary respondents for survey participation introduces a potential bias, as the data is inherently self-reported and consequently subjective. Moreover, the exclusive focus on working professionals as participants may restrict the generalizability of findings to a broader demographic, warranting future investigations encompassing diverse user groups, such as younger cohorts or those engaged in alternative fields of study. Furthermore, the temporal constraint of the study, which analyzes MOOCs from the year 2017, raises considerations regarding the potential evolution in demographic compositions and technological innovations within the MOOC landscape, prompting contemplation on the need for subsequent studies reflecting the current academic and technological milieu in 2023.
[edit] Results
There are four reasons why people sign up for MOOCs and four key factors that contribute to participants taking a MOOC highlighted in the article. The first reason for people to sign up based on their findings is to learn about a new topic or to extend current knowledge. Number two is due to curiosity about MOOCs, Third is a desire for a personal challenge and finally fourth, is to obtain completion certificates. Shapiro et al (2017) found that learners mostly considered knowledge, work, convenience and personal interest as the key factors for taking MOOCs. The three main reasons for enrollment were a general interest in the topic with 70.8%, personal growth and enrichment with 70% and relevance to job with 66.8%. The article examines the amount of time participants took working on MOOCs per week with 56.6% reporting that they spent 2-3 hours per week on the MOOCs and 38.1% reported they spent between 4 and 5 hours a week. Amongst all participants in the survey, 42.3% of individuals indicated that they had completed all exercises and assignments. The main reasons highlighted for participants who did not finish all of their assignments were due to lack of time stated by 79.4% of them and too much work by 25.6% of them. The Course Features that were found to be most useful and liked best by participants are the Topic of the course, the qualified instructor teaching it, the video lectures to share educational content, its easy access, flexibility and free of charge. On the other hand, the least favourite features were the discussion forums, the quizzes and the lack of interaction. When asked to compare MOOCs to traditional face-to-face learning 38.4% of the participants considered MOOCs as somewhat or much better. Meanwhile, 49.1% of participants considered the two instructional formats to be the same or somewhat worse. The reasoning behind participants thinking MOOCs are better is because of the self-paced learning, ensured your learning from experts, the quality of course materials and that it is free of charge. Individuals also highlighted that they are worse than face-to-face teaching because of the lack of interaction, poor interface design and too much self-directed learning.
[edit] Assessment
This article contributes significantly to elucidating the motivations underlying individuals' enrollment in Massive Open Online Courses (MOOCs), offering insights into the factors contributing to their appeal and identifying areas requiring improvement for enhanced efficacy. The assimilation of such knowledge is imperative for educators, policymakers, and learners alike, fostering a comprehensive understanding of the merits and demerits inherent in MOOC participation. This informed understanding is crucial for making judicious decisions pertaining to course selection, the formulation of effective online programs, and the resolution of challenges inherent in online learning environments. Moreover, the information provided in this article serves to propel ongoing dialogues concerning the positioning of MOOCs within the broader educational landscape. It further catalyzes the evolution of superior online learning environments catering to the diverse needs of users. As such, the insights gleaned from this study contribute to the advancement of scholarly discourse and the formulation of strategies aimed at refining the efficacy of MOOCs within the realm of contemporary education.
Nw20de 10:11, 4 December 2023 (EST)
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