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Full-Text Articles in Education
Factors Influencing Learning Intention Of Advanced Placement Moocs: Insights From An Investigation Into Information Technology Adoption, Kuo-Liang Ou, Wen-Chi Fong
Factors Influencing Learning Intention Of Advanced Placement Moocs: Insights From An Investigation Into Information Technology Adoption, Kuo-Liang Ou, Wen-Chi Fong
Journal of Educational Technology Development and Exchange (JETDE)
Massive open online courses (MOOCs) have attracted recent scholarly attention, mainly because MOOCs have effectively made higher education accessible. However, MOOCs tend to have low completion rates, and many scholars have attempted to remedy this by investigating the psychological, cognitive, physiological, and demographic factors affecting completion rates. Nevertheless, most studies have rarely investigated the student’s information technology (IT) background, focusing instead on self-awareness, self-recognition, intrinsic motivation, or external factors. Thus, this study adopted the technology acceptance model (TAM) to explore factors affecting MOOC learning intention, specifically in advanced placement (AP) MOOCs. This study also recruited 435 student participants from a …
Design Variables For Self-Directed Learning In Mooc Environment, Tai Wang, Juhong Christie Liu, Tonggui Li
Design Variables For Self-Directed Learning In Mooc Environment, Tai Wang, Juhong Christie Liu, Tonggui Li
Journal of Educational Technology Development and Exchange (JETDE)
Massive Open Online Courses (MOOCs) can meet education needs from diverse social, cultural, and access backgrounds and require a minimal cost of resources from learners. To successfully scaffold large and distributed populations to learn effectively in these MOOCs, the design needs to optimize self-directed learning. In this paper, the researchers investigated the design variables for MOOCs' learning environment that allowed learning choices made by learners. With this study, the researchers developed a 21-item questionnaire based on a review of the literature and their MOOC design and implementation practices, Massive Online Open Course Learning Environment Design Questionnaire (MOOC-LED). The researchers used …
Comparison Of Online And Onsite Students’ Learning Outcomes And Experiences In A Massively Open Online Course In China, Weichao Chen, Jiyou Jia
Comparison Of Online And Onsite Students’ Learning Outcomes And Experiences In A Massively Open Online Course In China, Weichao Chen, Jiyou Jia
Journal of Educational Technology Development and Exchange (JETDE)
This paper compares the achievements and learning experiences of onsite and online students participating in a Massively Open Online Course (MOOC) in China. Altogether 192 Chinese students learned face-to-face, and another 311 Chinese learners participated online. In regard to learning performance, onsite learners had a lower attrition rate than the online students. However, for learners who had completed all their learning assignments, no significant difference was detected between the onsite and online participants’ average assignment scores, and they were equally likely to win two of the learning awards. As to their learning experiences, there was also no significant difference between …
Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm
Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm
Current Issues in Emerging eLearning
The similarity of structure shared by Massive Online Open Courses (MOOCs) and traditional online college courses creates the opportunity to evaluate MOOC and related course offerings using a validated evaluation instrument, the Community of Inquiry (CoI) survey, to measure Teaching, Social, and Cognitive Presences (Garrison, Anderson, & Archer, 2000) in college-level online courses. In this study, the survey has been adapted to evaluate instances of student engagement in large online courses offered at low cost by a publishing firm. The courses suffer from two of the standard problems associated with MOOCs: high dropout rates and inconsistent participation among all but …
Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon
Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon
Current Issues in Emerging eLearning
As we move nearly a half-decade beyond The New York Times’ declaring 2012 the "Year of the MOOC," the range of discussants involved in discourse on MOOCs has narrowed, yet the sophistication of scholarship produced continues to deepen. This second in a two-part series of special issues of Current Issues in Emerging eLearning celebrates this rich, new scholarship on MOOC theory and practice. Volume 3, Issue 1: MOOC Design and Delivery: Opportunities and Challenges presents an underlying argument: that the MOOC frontier can inform our decisions regarding all manner of educational approaches, from clickers in the classroom to evolving …