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

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

    16 Downloads (Pure)

    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
    Country/TerritoryItaly
    CityGenova
    Period17/06/1820/06/18
    Internet address

    Keywords

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

    Fingerprint

    Dive into the research topics of 'Divergent Perceptions from MOOC Designers and Learners on Interaction and Learning Experience: Findings from the Global MOOQ Survey'. Together they form a unique fingerprint.

    Cite this