Onah, Daniel F. O., Sinclair, Jane, Boyatt, Russell and Foss, Jonathan G. K. (2014) Massive open online courses : learner participation. In: 7th International Conference of Education, Research and Innovation, Seville, Spain, 17-19 Nov 2014. Published in: ICERI2014 Proceedings pp. 2348-2356. ISBN 9788461724840. ISSN 2340-1095.

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Abstract

Massive Open Online Courses (MOOCs) have become a major international focus of investment
and development in the area of learning technology. Despite a lack of research into effectiveness
and assessment of outcomes, many educational institutions have joined the race to implement
and deliver such courses. A wide range of different subjects can now be studied free of charge by
anyone with interest to learn. Expectations for the benefits of MOOCs have run high, including
their potential as a disruptive technology and their ability to solve educational needs in developing
countries. However, in practice most MOOCs offer very traditional learning approaches and
issues such as learner participation and retention are proving to be problematic. This paper
provides a brief qualitative assessment of two different MOOC approaches focussing in particular
on data relating to learner participation in forums and quizzes. The two approaches investigated
are; firstly, an earlier comprehensive report from University of Edinburgh (using previously
published data drawn from 6 courses) and secondly, from the University of Warwick (presenting
new data from Moodle-based Computing for Teachers MOOC (CfT)). CfT MOOC is been run in
two parallel modes: the tutor supported mode (in real-time Google hangout sessions) and the
‘traditional’ peer-supported mode (in online discussion forum). We investigate certain features
between these two conventional institutions’ courses with respect to their operation and levels of
learner participation. It has been observed that using forums in Massive Open Online Courses
help motivate learners to continue their participation towards completion of the course. Advice
from fellow students can be encouraging, however it can also have a negative effect when
insensitive or misleading comments are posted.

Item Type:	Conference Item (Paper)
Divisions:	Faculty of Science > Computer Science
Journal or Publication Title:	ICERI2014 Proceedings
Publisher:	IATED Academy
ISBN:	9788461724840
ISSN:	2340-1095
Editor:	Gómez Chova, L. and López Martínez, A. and Candel Torres, I.
Official Date:	2014
Dates:	Date Event 2014 UNSPECIFIED
Date of first compliant deposit:	28 July 2016
Page Range:	pp. 2348-2356
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access
Embodied As:	1
Conference Paper Type:	Paper
Title of Event:	7th International Conference of Education, Research and Innovation
Type of Event:	Conference
Location of Event:	Seville, Spain
Date(s) of Event:	17-19 Nov 2014
Related URLs:	Organisation

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