Learners’ perspectives on MOOC design

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2023-01-02 DOI:10.1080/01587919.2022.2150126

E. Oh, M. Cho, Yunjeong Chang

引用次数: 0

Abstract

Abstract The purpose of this paper was to examine learners’ perspectives on massive open online course (MOOC) design. For the past decade, there has been substantial discussion on the design aspects and instructional quality of MOOCs. However, research investigating MOOC design from learners’ perspectives is rarely conducted. Understanding MOOC learners’ perspectives regarding MOOC design can bring useful insights to researchers and practitioners for the growth and success of MOOCs. Through exploratory factor analysis of 209 learners of a MOOC, this study identified four MOOC design dimensions that the learners value: human interactions, navigation, professional development, and course workload. In addition, the study found that learner characteristics such as learners’ age and the type of goals learners bring to the MOOCs are related to what they value in MOOC design. Expanding our understanding of MOOC design, implications for future research and practice for designing a MOOC are discussed.

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学习者对慕课设计的看法

摘要本文的目的是考察学习者对大规模在线开放课程(MOOC)设计的看法。在过去的十年里，人们对mooc的设计和教学质量进行了大量的讨论。然而，从学习者的角度考察MOOC设计的研究却很少。了解MOOC学习者对MOOC设计的看法，可以为研究人员和实践者提供有用的见解，有助于MOOC的发展和成功。通过对209名MOOC学习者的探索性因素分析，本研究确定了学习者重视的四个MOOC设计维度:人际互动、导航、专业发展和课程工作量。此外，研究还发现，学习者的年龄、学习目标类型等学习者特征与他们在MOOC设计中所看重的内容有关。扩展我们对MOOC设计的理解，讨论对未来MOOC设计研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.