scholarly journals Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis (Preprint)

2019 ◽  
Author(s):  
Elizabeth R Blum ◽  
Terese Stenfors ◽  
Per J Palmgren
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Courses ◽  
Evaluation Studies ◽  
Qualitative Synthesis ◽  
Massive Open Online ◽  
Emotional Outcomes ◽  
Level 3 ◽  
Kirkpatrick Model

BACKGROUND Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. OBJECTIVE As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. METHODS To explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. RESULTS Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. CONCLUSIONS Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.

scholarly journals Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

10.2196/17318 ◽  
2020 ◽  
Vol 22 (7) ◽  
pp. e17318 ◽  
Author(s):  
Elizabeth R Blum ◽  
Terese Stenfors ◽  
Per J Palmgren
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Courses ◽  
Evaluation Studies ◽  
Qualitative Synthesis ◽  
Massive Open Online ◽  
Emotional Outcomes ◽  
Level 3 ◽  
Kirkpatrick Model

Background Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods To explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.

Decoding and designing massive open online courses (MOOCs)

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Archana Shrivastava ◽  
Ashish Shrivastava
Keyword(s):  
Factor Analysis ◽  
Online Education ◽  
Product Design ◽  
Online Courses ◽  
Research Question ◽  
Massive Open Online Courses ◽  
Purchase Decision ◽  
Relative Importance ◽  
Massive Open Online ◽  
Content Type

Purpose This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering. Design/methodology/approach This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers. Findings Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons. Originality/value There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Examining communities of inquiry in Massive Open Online Courses: The role of study strategies

2019 ◽  
Vol 40 ◽  
pp. 20-43 ◽  
Author(s):  
Vitomir Kovanović ◽  
Srećko Joksimović ◽  
Oleksandra Poquet ◽  
Thieme Hennis ◽  
Pieter de Vries ◽  
...  
Keyword(s):  
Online Courses ◽  
Study Strategies ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Communities Of Inquiry

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education

2014 ◽  
Vol 104 (5) ◽  
pp. 528-533 ◽  
Author(s):  
Caroline M. Hoxby
Keyword(s):  
Online Education ◽  
Postsecondary Education ◽  
Economic Model ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Advanced Education

I consider economically sustainable online postsecondary education, including massive open online courses (MOOCs). The analysis suggests that MOOCs will be financially sustainable substitutes for some non-selective postsecondary education, but there are substantial risks. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of highly selective postsecondary education (HSPE) and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. I outline a non-MOOC model of online education that may allow HSPE institutions to sustain their distinctive activities and to reach a larger number of students.

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