How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion.  The aim of this study was to investi...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Svetlana Sablina, Natalia Kapliy, Alexandr Trusevich, Sofia Kostikova
Formato: article
Lenguaje:EN
Publicado: Athabasca University Press 2018
Materias:
Acceso en línea:https://doaj.org/article/331a8d66f54d44458df6a835c0ca1ce5
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id oai:doaj.org-article:331a8d66f54d44458df6a835c0ca1ce5
record_format dspace
spelling oai:doaj.org-article:331a8d66f54d44458df6a835c0ca1ce52021-12-02T19:25:28ZHow MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits10.19173/irrodl.v19i5.37681492-3831https://doaj.org/article/331a8d66f54d44458df6a835c0ca1ce52018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3768https://doaj.org/toc/1492-3831Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion.  The aim of this study was to investigate the perceived benefits as the measurement of learning success.  Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full.  By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations.  University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks.  The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers. Svetlana SablinaNatalia KapliyAlexandr TrusevichSofia KostikovaAthabasca University Pressarticleonline learningmassive open online coursesMOOCssuccessperceived benefitsqualitative researchSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution DOAJ
collection DOAJ
language EN
topic online learning
massive open online courses
MOOCs
success
perceived benefits
qualitative research
Special aspects of education
LC8-6691
spellingShingle online learning
massive open online courses
MOOCs
success
perceived benefits
qualitative research
Special aspects of education
LC8-6691
Svetlana Sablina
Natalia Kapliy
Alexandr Trusevich
Sofia Kostikova
How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
description Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion.  The aim of this study was to investigate the perceived benefits as the measurement of learning success.  Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full.  By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations.  University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks.  The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers.
format article
author Svetlana Sablina
Natalia Kapliy
Alexandr Trusevich
Sofia Kostikova
author_facet Svetlana Sablina
Natalia Kapliy
Alexandr Trusevich
Sofia Kostikova
author_sort Svetlana Sablina
title How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
title_short How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
title_full How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
title_fullStr How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
title_full_unstemmed How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
title_sort how mooc-takers estimate learning success: retrospective reflection of perceived benefits
publisher Athabasca University Press
publishDate 2018
url https://doaj.org/article/331a8d66f54d44458df6a835c0ca1ce5
work_keys_str_mv AT svetlanasablina howmooctakersestimatelearningsuccessretrospectivereflectionofperceivedbenefits
AT nataliakapliy howmooctakersestimatelearningsuccessretrospectivereflectionofperceivedbenefits
AT alexandrtrusevich howmooctakersestimatelearningsuccessretrospectivereflectionofperceivedbenefits
AT sofiakostikova howmooctakersestimatelearningsuccessretrospectivereflectionofperceivedbenefits
_version_ 1718376550645104640