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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9900
Title: Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey
Authors: Stracke, Christian M.
Tan, Esther
Texeira, António Moreira
Texeira Pinto, Maria do Carmo
Vassiliadis, Bill
Kameas, Achilles
Sgouropoulou, Cleo
Keywords: MOOCs
learners
designers
interaction types
learning experiences
design experiences
Global MOOC Quality Survey
MOOQ
ICALT
Issue Date: 2018
Publisher: IEEE: Computer Society
Citation: Stracke, C. M., Tan, E., Texeira, A. M., Pinto, M., Kameas, A., Vassiliadis, B., & Sgouropoulou, C. (2018). Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey. Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT). (accepted, in print)
Abstract: Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.
URI: http://hdl.handle.net/1820/9900
Appears in Collections:1. TELI Publications, books and conference papers

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