Using learning analytics to explore help-seeking learner profiles in MOOCs

Abstract

In online learning environments, learners are often required to be more autonomous in their approach to learning. In scaled online learning environments, like Massive Open Online Courses (MOOCs), there are differences in the ability of learners to access teachers and peers to get help with their study than in more traditional educational environments. This exploratory study examines the help-seeking behaviour of learners across several MOOCs with different audiences and designs. Learning analytics techniques (e.g., dimension reduction with t-sne and clustering with affinity propagation) were applied to identify clusters and determine profiles of learners on the basis of their help-seeking behaviours. Five help-seeking learner profiles were identified which provide an insight into how learners' help-seeking behaviour relates to performance. The development of a more in-depth understanding of how learners seek help in large online learning environments is important to inform the way support for learners can be incorporated into the design and facilitation of online courses delivered at scale.