Does Formal Credit Work for MOOC-Like Learning Environments?

Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so w...

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Autor principal:	Engin Kursun
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	credit MOOCs credit bearing course non-credit bearing MOOC-like learning environments credit careless Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/93c538150145406997a9c2a8c4d8d27e
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spelling	oai:doaj.org-article:93c538150145406997a9c2a8c4d8d27e2021-12-02T19:20:43ZDoes Formal Credit Work for MOOC-Like Learning Environments?10.19173/irrodl.v17i3.24031492-3831https://doaj.org/article/93c538150145406997a9c2a8c4d8d27e2016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2403https://doaj.org/toc/1492-3831 Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offer academic credit, but recently there have been some attempts to offer course credit for MOOCs or MOOC-like courses. However, does earning a credit will affect students’ performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students’ achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data was collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing groups and non-credit bearing groups for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students’ online behaviors, such as engagement with online activities and user events on MOOC platforms. Engin KursunAthabasca University PressarticlecreditMOOCscredit bearing coursenon-credit bearingMOOC-like learning environmentscredit carelessSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	credit MOOCs credit bearing course non-credit bearing MOOC-like learning environments credit careless Special aspects of education LC8-6691
spellingShingle	credit MOOCs credit bearing course non-credit bearing MOOC-like learning environments credit careless Special aspects of education LC8-6691 Engin Kursun Does Formal Credit Work for MOOC-Like Learning Environments?
description	Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offer academic credit, but recently there have been some attempts to offer course credit for MOOCs or MOOC-like courses. However, does earning a credit will affect students’ performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students’ achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data was collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing groups and non-credit bearing groups for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students’ online behaviors, such as engagement with online activities and user events on MOOC platforms.
format	article
author	Engin Kursun
author_facet	Engin Kursun
author_sort	Engin Kursun
title	Does Formal Credit Work for MOOC-Like Learning Environments?
title_short	Does Formal Credit Work for MOOC-Like Learning Environments?
title_full	Does Formal Credit Work for MOOC-Like Learning Environments?
title_fullStr	Does Formal Credit Work for MOOC-Like Learning Environments?
title_full_unstemmed	Does Formal Credit Work for MOOC-Like Learning Environments?
title_sort	does formal credit work for mooc-like learning environments?
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/93c538150145406997a9c2a8c4d8d27e
work_keys_str_mv	AT enginkursun doesformalcreditworkformooclikelearningenvironments
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Does Formal Credit Work for MOOC-Like Learning Environments?

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