Gap between MOOC designers' and MOOC learners' Perspectives on Interaction and Experiences in MOOCs: Findings from the Global MOOC Quality Survey

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

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

Abstract

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.
Original languageEnglish
Title of host publicationProceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT 2018)
EditorsMaiga Chang, Nian-Shing Chen, Ronghuai Huang, Kinshuk, Kannan Moudgalya, Sahana Murthy, Demetrios G. Sampson
PublisherIEEE Computer Society Press
Pages1-5
Number of pages5
ISBN (Electronic)978-1-5386-6049-2
ISBN (Print)978-1-5386-6050-8
DOIs
Publication statusPublished - 2018
Event18th IEEE International Conference on Advanced Learning Technologies - IIT Bombay, Mumbai, India
Duration: 9 Jul 201813 Jul 2018
http://www.et.iitb.ac.in/icalt2018/

Conference

Conference18th IEEE International Conference on Advanced Learning Technologies
Abbreviated titleICALT 2018
CountryIndia
CityMumbai
Period9/07/1813/07/18
Internet address

Keywords

  • MOOCs
  • learners
  • designers
  • interaction types
  • learning experiences
  • design experiences
  • Global MOOC Quality Survey
  • MOOQ
  • ICALT
  • Pedagogic Framework
  • online education

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  • Cite this

    Stracke, C. M., Tan, E., Texeira, A. M., Texeira Pinto, M. D. C., Vassiliadis, B., Kameas, A., & Sgouropoulou, C. (2018). Gap between MOOC designers' and MOOC learners' Perspectives on Interaction and Experiences in MOOCs: Findings from the Global MOOC Quality Survey. In M. Chang, N-S. Chen, R. Huang, Kinshuk, K. Moudgalya, S. Murthy, & D. G. Sampson (Eds.), Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT 2018) (pp. 1-5). IEEE Computer Society Press. https://doi.org/10.1109/ICALT.2018.00007