Learners’ perspectives on MOOC design

From Digital Culture & Society

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Revision as of 14:40, 28 November 2023

Context

The way that educational platforms are designed has a significant impact on how online learning is shaped. A well-designed platform has a significant impact on the learning process, degree of engagement, and general effectiveness of digital education, beyond just aesthetics. The user interface, which is distinguished by its visually appealing layouts and simple navigation, is essential to creating a positive user experience. Ensuring that educational content is inclusively available to diverse audiences, including those with varying abilities, is ensured by accessibility considerations. Interactive features and gamification are examples of motivational elements that support long-term learner interest and retention. Effective communication tools, such as message boards and discussion boards, also create a crucial link between teachers and students, encouraging cooperative and community-driven learning settings. Because it works with different kinds of devices, responsive design encourages flexibility and accessibility.

Overview

The purpose of this paper was to look into how learners felt about the way Massive Open Online Courses (MOOCs) were designed. Although MOOC design and instructional quality have been the subject of numerous discussions over the past ten years, there has been a noticeable dearth of research that explicitly examines MOOC design from the perspective of learners. By examining the viewpoints of MOOC participants, this study fills this knowledge vacuum and offers insightful information to scholars and industry professionals who aim to improve the expansion and success of MOOCs. Four aspects of MOOC design—human interactions, navigation, professional development, and course workload—were found to be significant for learners by using exploratory factor analysis on data from 209 MOOC participants. Additionally, the study found relationships between learner attributes—like age and the objectives they bring to MOOCs—and their preferences for MOOC design. The results provide a more thorough understanding of MOOC design and have implications for further study as well as useful advice for creating successful MOOCs.

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.

Strength and Limitations

One of the strengths of the study is the exploratory factors analysis they used. The researchers identified four important dimensions consisting of 18 items: Human interactions (8 items), Navigation (3 items) Professional development (4 items) and Course Workload (3 items). These four dimensions were carefully selected and are used effectively in analyzing MOOCs. Another strength of the study was that over 77% of the participants already had experience regarding MOOCs and they already had an established understanding of what was expected in terms of human interaction in a MOOC. One of the limitations of the study is that the particular MOOC they used targeted professional learners who aspire to obtain potential career benefits by taking the MOOC. This does not include all age groups and many individuals from younger generations. Another limitation is that the findings may not be universally applicable, as participants' expectations could differ in intermediate-level courses or MOOCs with different focuses.

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