A comparison of learner intent and behaviour in live and archived MOOCs

The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and pur...

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Autores principales:	Jennifer Campbell, Alison L Gibbs, Hedieh Najafi, Cody Severinski
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	MOOCs massive open online courses archived MOOCs online education self-directed learning self-regulation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/6f2bb6efc879454887eadd8644c82d6f
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spelling	oai:doaj.org-article:6f2bb6efc879454887eadd8644c82d6f2021-12-02T19:20:30ZA comparison of learner intent and behaviour in live and archived MOOCs10.19173/irrodl.v15i5.18541492-3831https://doaj.org/article/6f2bb6efc879454887eadd8644c82d6f2014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1854https://doaj.org/toc/1492-3831The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning resources beyond and between instructor-led live-sessions, we examined the use of a statistics MOOC and a computer science MOOC, both of which were made available as archived-courses after a live-session and for which enrolment continued to grow while archived. Using data collected from surveys of learner demographics and intent, the course database of major learner activity, and the detailed clickstream of all learner actions, we compared the demographics, intent, and behaviour of live- and archived-learners. We found that archived-learners were interested in the live-MOOC and that their patterns of use of course materials, such as the number and sequence of videos they watched, the number of assessments they completed, their demonstration of self-regulatory behaviour, and their rate of participation in the discussion forums, were similar to the live-learners. In addition, we found evidence of learners drawing on an archived-MOOC for use as reference material. Anticipated areas of impact of this work include implications for the future development of MOOCs as resources for self-study and professional development, and in support of learner success in other courses.Jennifer CampbellAlison L GibbsHedieh NajafiCody SeverinskiAthabasca University PressarticleMOOCsmassive open online coursesarchived MOOCsonline educationself-directed learningself-regulationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 5 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs massive open online courses archived MOOCs online education self-directed learning self-regulation Special aspects of education LC8-6691
spellingShingle	MOOCs massive open online courses archived MOOCs online education self-directed learning self-regulation Special aspects of education LC8-6691 Jennifer Campbell Alison L Gibbs Hedieh Najafi Cody Severinski A comparison of learner intent and behaviour in live and archived MOOCs
description	The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning resources beyond and between instructor-led live-sessions, we examined the use of a statistics MOOC and a computer science MOOC, both of which were made available as archived-courses after a live-session and for which enrolment continued to grow while archived. Using data collected from surveys of learner demographics and intent, the course database of major learner activity, and the detailed clickstream of all learner actions, we compared the demographics, intent, and behaviour of live- and archived-learners. We found that archived-learners were interested in the live-MOOC and that their patterns of use of course materials, such as the number and sequence of videos they watched, the number of assessments they completed, their demonstration of self-regulatory behaviour, and their rate of participation in the discussion forums, were similar to the live-learners. In addition, we found evidence of learners drawing on an archived-MOOC for use as reference material. Anticipated areas of impact of this work include implications for the future development of MOOCs as resources for self-study and professional development, and in support of learner success in other courses.
format	article
author	Jennifer Campbell Alison L Gibbs Hedieh Najafi Cody Severinski
author_facet	Jennifer Campbell Alison L Gibbs Hedieh Najafi Cody Severinski
author_sort	Jennifer Campbell
title	A comparison of learner intent and behaviour in live and archived MOOCs
title_short	A comparison of learner intent and behaviour in live and archived MOOCs
title_full	A comparison of learner intent and behaviour in live and archived MOOCs
title_fullStr	A comparison of learner intent and behaviour in live and archived MOOCs
title_full_unstemmed	A comparison of learner intent and behaviour in live and archived MOOCs
title_sort	comparison of learner intent and behaviour in live and archived moocs
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/6f2bb6efc879454887eadd8644c82d6f
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A comparison of learner intent and behaviour in live and archived MOOCs

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