Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey

António Moreira Texeira, Maria do Carmo Teixeira Pinto, Christian M. Stracke, Achilles Kameas, Bill Vassiliadis, Cleo Sgouropoulou

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Abstract

As the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process (n=267). In this paper, we present its first results relating to the designers and learners experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.
Original languageEnglish
Title of host publicationExploring the Micro, Meso and Macro
Subtitle of host publicationNavigation between dimensions in the digital learning [= Proceedings EDEN 2018 Annual Conference]
EditorsAirina Volungeviciene, András Szűcs
Place of PublicationBucharest, Hungary
PublisherEuropean Distance and E-Learning Network
Pages215-225
Number of pages11
ISBN (Electronic)978-615-5511-23-3
Publication statusPublished - 2018
Event27th EDEN Annual Conference: Exploring the Micro, Meso and Macro: Navigating between dimensions in the digital learning landscape - University of Genoa, Genova, Italy
Duration: 17 Jun 201820 Jun 2018
http://www.eden-online.org/2018_genoa/

Conference

Conference27th EDEN Annual Conference
CountryItaly
CityGenova
Period17/06/1820/06/18
Internet address

Fingerprint

interaction
learning
experience
target group
drop-out
divergence
criticism
Group
interview
resources
evidence
literature

Keywords

  • Interaction
  • learning experiences
  • MOOCs
  • MOOC learners
  • MOOC designers
  • Global MOOC Quality Survey
  • MOOQ
  • EDEN Conference

Cite this

Texeira, A. M., Teixeira Pinto, M. D. C., Stracke, C. M., Kameas, A., Vassiliadis, B., & Sgouropoulou, C. (2018). Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey. In A. Volungeviciene, & A. Szűcs (Eds.), Exploring the Micro, Meso and Macro: Navigation between dimensions in the digital learning [= Proceedings EDEN 2018 Annual Conference] (pp. 215-225). Bucharest, Hungary: European Distance and E-Learning Network.
Texeira, António Moreira ; Teixeira Pinto, Maria do Carmo ; Stracke, Christian M. ; Kameas, Achilles ; Vassiliadis, Bill ; Sgouropoulou, Cleo. / Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey. Exploring the Micro, Meso and Macro: Navigation between dimensions in the digital learning [= Proceedings EDEN 2018 Annual Conference] . editor / Airina Volungeviciene ; András Szűcs. Bucharest, Hungary : European Distance and E-Learning Network, 2018. pp. 215-225
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abstract = "As the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process (n=267). In this paper, we present its first results relating to the designers and learners experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.",
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Texeira, AM, Teixeira Pinto, MDC, Stracke, CM, Kameas, A, Vassiliadis, B & Sgouropoulou, C 2018, Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey. in A Volungeviciene & A Szűcs (eds), Exploring the Micro, Meso and Macro: Navigation between dimensions in the digital learning [= Proceedings EDEN 2018 Annual Conference] . European Distance and E-Learning Network, Bucharest, Hungary, pp. 215-225, 27th EDEN Annual Conference, Genova, Italy, 17/06/18.

Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey. / Texeira, António Moreira; Teixeira Pinto, Maria do Carmo; Stracke, Christian M.; Kameas, Achilles; Vassiliadis, Bill; Sgouropoulou, Cleo.

Exploring the Micro, Meso and Macro: Navigation between dimensions in the digital learning [= Proceedings EDEN 2018 Annual Conference] . ed. / Airina Volungeviciene; András Szűcs. Bucharest, Hungary : European Distance and E-Learning Network, 2018. p. 215-225.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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T1 - Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey

AU - Texeira, António Moreira

AU - Teixeira Pinto, Maria do Carmo

AU - Stracke, Christian M.

AU - Kameas, Achilles

AU - Vassiliadis, Bill

AU - Sgouropoulou, Cleo

PY - 2018

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N2 - As the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process (n=267). In this paper, we present its first results relating to the designers and learners experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.

AB - As the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process (n=267). In this paper, we present its first results relating to the designers and learners experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.

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Texeira AM, Teixeira Pinto MDC, Stracke CM, Kameas A, Vassiliadis B, Sgouropoulou C. Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey. In Volungeviciene A, Szűcs A, editors, Exploring the Micro, Meso and Macro: Navigation between dimensions in the digital learning [= Proceedings EDEN 2018 Annual Conference] . Bucharest, Hungary: European Distance and E-Learning Network. 2018. p. 215-225