Work in Progress

Evaluating the 'Student' Experience in MOOCs

Authors:

Lorenzo Vigentini,

Catherine ZhaoAuthors Info & Claims

L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ Scale

Pages 161 - 164

https://doi.org/10.1145/2876034.2893469

Published: 25 April 2016 Publication History

Get Access

Abstract

Whilst most research on MOOCs makes inferences about the experience of learners from their interaction with the platform, few considered the rich feedback provided by learners. This paper presents the application of a conceptual model of student experience borrowed from higher education. Its relevance in the context of MOOCs was tested by using a range of questions and presentation methods in four MOOCs selected for their specific features. With varying response rates, results from over 8900 participants show how universities might view and evaluate the experience in MOOCs compared with that in traditional courses.

References

[1]

Doug Clow. 2013. MOOCs and the Funnel of Participation. Proceedings of the Third International Conference on Learning Analytics and Knowledge, ACM, 185--189. http://doi.org/10.1145/2460296.2460332

Digital Library

Google Scholar

[2]

Katy Jordan. 2014. Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning 15, 1. Retrieved May 7, 2015 from http://www.irrodl.org/index.php/irrodl/article/view/1651

Crossref

Google Scholar

[3]

Hamish Macleod, Jeff Haywood, Amy Woodgate, and Mubarak Alkhatnai. 2014. Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends 59, 1: 56--63. http://doi.org/10.1007/s11528-014-0821-y

Crossref

Google Scholar

[4]

Ernest T. Pascarella. 2005. How college affects students. Jossey-Bass, San Francisco, Calif.

Google Scholar

[5]

Emily Schneider and René F. Kizilcec. 2014. "Why Did You Enroll in This Course?": Developing a Standardized Survey Question for Reasons to Enroll. Proceedings of the First ACM Conference on Learning @ Scale Conference, ACM, 147--148. http://doi.org/10.1145/2556325.2567852

Digital Library

Google Scholar

[6]

Lorenzo Vigentini, Catherine Zhao, and W Ashraf. 2013. A holistic view of Student Experience: the process, the problems, the methods and the rewards. Proceeding of the AHEEF.

Google Scholar

[7]

Li Yuan, Stephen Powell, and JISC CETIS. 2013. MOOCs and open education: Implications for higher education. Retrieved October 21, 2015 from http://publications.cetis.org.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf

Google Scholar

[8]

Chen Zhenghao, Brandon Alcorn, Gayle Christensen, Nicholas Eriksson, Daphne Koller, and Ezekiel J. Emanuel. 2015. Who's Benefiting from MOOCs, and Why. Harvard Business Review. Retrieved October 29, 2015 from https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why

Google Scholar

[9]

Samar Zutshi, Sheena O'Hare, and Angelos Rodafinos. 2013. Experiences in MOOCs: The Perspective of Students. American Journal of Distance Education 27, 4: 218--227. http://doi.org/10.1080/08923647.2013.838067

Crossref

Google Scholar

Cited By

View all

Jones MFalkmer MMilbourn BTan TBölte SGirdler S(2021)Identifying the Essential Components of Strength-based Technology Clubs for Adolescents with Autism Spectrum DisorderDevelopmental Neurorehabilitation10.1080/17518423.2021.1886192(1-15)Online publication date: 8-Mar-2021
https://doi.org/10.1080/17518423.2021.1886192
Tutal ÖYazar T(2021)Flipped classroom improves academic achievement, learning retention and attitude towards course: a meta-analysisAsia Pacific Education Review10.1007/s12564-021-09706-922:4(655-673)Online publication date: 9-Jun-2021
https://doi.org/10.1007/s12564-021-09706-9
Lau SSim T(2020)Feedback of University Students on Online Delivery Learning During the COVID-19 Pandemic Period2020 IEEE Conference on e-Learning, e-Management and e-Services (IC3e)10.1109/IC3e50159.2020.9288409(13-18)Online publication date: 17-Nov-2020
https://doi.org/10.1109/IC3e50159.2020.9288409
Show More Cited By

Index Terms

Evaluating the 'Student' Experience in MOOCs

Recommendations

Promoting Student Engagement in MOOCs
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ Scale

MOOCs offer valuable learning experiences to students from all around the world. In addition to providing filmed lectures, readings, and problem sets, many MOOCs allow students to ask and answer questions about course materials with each other through ...
Using learning analytics to explore help-seeking learner profiles in MOOCs
LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge Conference

In online learning environments, learners are often required to be more autonomous in their approach to learning. In scaled online learning environments, like Massive Open Online Courses (MOOCs), there are differences in the ability of learners to ...
Exploring Factors Affecting Learners' Acceptance of MOOCs Based on Kirkpatrick's Model
IC4E '17: Proceedings of the 8th International Conference on E-Education, E-Business, E-Management and E-Learning

Since Massive Open Online Courses (MOOCs) are evolving rapidly, many researches have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs is believed will soon replace the traditional teaching ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ Scale

April 2016

446 pages

ISBN:9781450337267

DOI:10.1145/2876034

General Chair:
Jeff Haywood
The University of Edinburgh, UK
,
Program Chairs:
Vincent Aleven
Carnegie Mellon University, USA
,
Judy Kay
University of Sydney, Australia
,
Ido Roll
University of British Columbia, Canada

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 25 April 2016

Check for updates

Author Tags

Qualifiers

Work in progress

Conference

L@S 2016

Sponsor:

L@S 2016: Third (2016) ACM Conference on Learning @ Scale

April 25 - 26, 2016

Scotland, Edinburgh, UK

Acceptance Rates

L@S '16 Paper Acceptance Rate 18 of 79 submissions, 23%;

Overall Acceptance Rate 117 of 440 submissions, 27%

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

6
Total Citations
View Citations
443
Total Downloads

Downloads (Last 12 months)3
Downloads (Last 6 weeks)0

Reflects downloads up to 16 Feb 2025

Other Metrics

View Author Metrics

Citations

Cited By

View all

Jones MFalkmer MMilbourn BTan TBölte SGirdler S(2021)Identifying the Essential Components of Strength-based Technology Clubs for Adolescents with Autism Spectrum DisorderDevelopmental Neurorehabilitation10.1080/17518423.2021.1886192(1-15)Online publication date: 8-Mar-2021
https://doi.org/10.1080/17518423.2021.1886192
Tutal ÖYazar T(2021)Flipped classroom improves academic achievement, learning retention and attitude towards course: a meta-analysisAsia Pacific Education Review10.1007/s12564-021-09706-922:4(655-673)Online publication date: 9-Jun-2021
https://doi.org/10.1007/s12564-021-09706-9
Lau SSim T(2020)Feedback of University Students on Online Delivery Learning During the COVID-19 Pandemic Period2020 IEEE Conference on e-Learning, e-Management and e-Services (IC3e)10.1109/IC3e50159.2020.9288409(13-18)Online publication date: 17-Nov-2020
https://doi.org/10.1109/IC3e50159.2020.9288409
Cagliero LFarinetti LMezzalama MVenuto EBaralis E(2017)Educational video services in universities: A systematic effectiveness analysis2017 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2017.8190709(1-9)Online publication date: Oct-2017
https://doi.org/10.1109/FIE.2017.8190709
Zhao CBhalla SHalliday LTravaglia JKennedy J(2017)Exploring the Role of Assessment in Developing Learners’ Critical Thinking in Massive Open Online CoursesDigital Education: Out to the World and Back to the Campus10.1007/978-3-319-59044-8_33(280-289)Online publication date: 20-May-2017
https://doi.org/10.1007/978-3-319-59044-8_33
Vigentini LClayphan AZhang XChitsaz M(2017)Overcoming the MOOC Data Deluge with Learning Analytic DashboardsLearning Analytics: Fundaments, Applications, and Trends10.1007/978-3-319-52977-6_6(171-198)Online publication date: 18-Feb-2017
https://doi.org/10.1007/978-3-319-52977-6_6

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

Abstract

References

Cited By

Index Terms

Recommendations

Promoting Student Engagement in MOOCs

Using learning analytics to explore help-seeking learner profiles in MOOCs

Exploring Factors Affecting Learners' Acceptance of MOOCs Based on Kirkpatrick's Model

Comments

Information

Published In

Sponsors

Publisher

Publication History

Check for updates

Author Tags

Qualifiers

Conference

Acceptance Rates

Contributors

Other Metrics

Bibliometrics

Article Metrics

Other Metrics

Citations

Cited By

Login options

Full Access

View options

PDF

eReader

Share

Share this Publication link

Share on social media

Affiliations