Abstract
| Original language | English |
|---|---|
| Title of host publication | Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT 2018) |
| Editors | Maiga Chang, Nian-Shing Chen, Ronghuai Huang, Kinshuk, Kannan Moudgalya, Sahana Murthy, Demetrios G. Sampson |
| Publisher | IEEE Computer Society Press |
| Pages | 1-5 |
| Number of pages | 5 |
| ISBN (Electronic) | 978-1-5386-6049-2 |
| ISBN (Print) | 978-1-5386-6050-8 |
| DOIs | |
| Publication status | Published - 2018 |
| Event | 18th IEEE International Conference on Advanced Learning Technologies - IIT Bombay, Mumbai, India Duration: 9 Jul 2018 → 13 Jul 2018 http://www.et.iitb.ac.in/icalt2018/ |
Conference
| Conference | 18th IEEE International Conference on Advanced Learning Technologies |
|---|---|
| Abbreviated title | ICALT 2018 |
| Country | India |
| City | Mumbai |
| Period | 9/07/18 → 13/07/18 |
| Internet address |
Fingerprint
Keywords
- MOOCs
- learners
- designers
- interaction types
- learning experiences
- design experiences
- Global MOOC Quality Survey
- MOOQ
- ICALT
Cite this
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Gap between MOOC designers' and MOOC learners' Perspectives on Interaction and Experiences in MOOCs: Findings from the Global MOOC Quality Survey. / Stracke, Christian M.; Tan, Esther; Texeira, António Moreira; Texeira Pinto, Maria do Carmo; Vassiliadis, Bill; Kameas, Achilles; Sgouropoulou, Cleo.
Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT 2018). ed. / Maiga Chang; Nian-Shing Chen; Ronghuai Huang; Kinshuk; Kannan Moudgalya; Sahana Murthy; Demetrios G. Sampson. IEEE Computer Society Press, 2018. p. 1-5.Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review
TY - GEN
T1 - Gap between MOOC designers' and MOOC learners' Perspectives on Interaction and Experiences in MOOCs: Findings from the Global MOOC Quality Survey
AU - Stracke, Christian M.
AU - Tan, Esther
AU - Texeira, António Moreira
AU - Texeira Pinto, Maria do Carmo
AU - Vassiliadis, Bill
AU - Kameas, Achilles
AU - Sgouropoulou, Cleo
PY - 2018
Y1 - 2018
N2 - Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.
AB - Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.
KW - MOOCs
KW - learners
KW - designers
KW - interaction types
KW - learning experiences
KW - design experiences
KW - Global MOOC Quality Survey
KW - MOOQ
KW - ICALT
U2 - 10.1109/ICALT.2018.00007
DO - 10.1109/ICALT.2018.00007
M3 - Conference article in proceeding
SN - 978-1-5386-6050-8
SP - 1
EP - 5
BT - Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT 2018)
A2 - Chang, Maiga
A2 - Chen, Nian-Shing
A2 - Huang, Ronghuai
A2 - Kinshuk,
A2 - Moudgalya, Kannan
A2 - Murthy, Sahana
A2 - Sampson, Demetrios G.
PB - IEEE Computer Society Press
ER -