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1 – 10 of 773
Article
Publication date: 12 April 2022

Yuanmin Li, Dexin Chen and Zehui Zhan

The purpose of this study is to analyze from multiple perspectives, so as to form an effective massive open online course (MOOC)personalized recommendation method to help learners…

Abstract

Purpose

The purpose of this study is to analyze from multiple perspectives, so as to form an effective massive open online course (MOOC)personalized recommendation method to help learners efficiently obtain MOOC resources.

Design/methodology/approach

This study introduced ontology construction technology and a new semantic association algorithm to form a new MOOC resource personalized recommendation idea. On the one hand, by constructing a learner model and a MOOC resource ontology model, based on the learner’s characteristics, the learner’s MOOC resource learning preference is predicted, and a recommendation list is formed. On the other hand, the semantic association algorithm is used to calculate the correlation between the MOOC resources to be recommended and the learners’ rated resources and predict the learner’s learning preferences to form a recommendation list. Finally, the two recommendation lists were comprehensively analyzed to form the final MOOC resource personalized recommendation list.

Findings

The semantic association algorithm based on hierarchical correlation analysis and attribute correlation analysis introduced in this study can effectively analyze the semantic similarity between MOOC resources. The hybrid recommendation method that introduces ontology construction technology and performs semantic association analysis can effectively realize the personalized recommendation of MOOC resources.

Originality/value

This study has formed an effective method for personalized recommendation of MOOC resources, solved the problems existing in the personalized recommendation that is, the recommendation relies on the learner’s rating of the resource, the recommendation is specialized, and the knowledge structure of the recommended resource is static, and provides a new idea for connecting MOOC learners and resources.

Article
Publication date: 24 June 2021

Ju Fan, Yuanchun Jiang, Yezheng Liu and Yonghang Zhou

Course recommendations are important for improving learner satisfaction and reducing dropout rates on massive open online course (MOOC) platforms. This study aims to propose an…

1061

Abstract

Purpose

Course recommendations are important for improving learner satisfaction and reducing dropout rates on massive open online course (MOOC) platforms. This study aims to propose an interpretable method of analyzing students' learning behaviors and recommending MOOCs by integrating multiple data sources.

Design/methodology/approach

The study proposes a deep learning method of recommending MOOCs to students based on a multi-attention mechanism comprising learning records attention, word-level review attention, sentence-level review attention and course description attention. The proposed model is validated using real-world data consisting of the learning records of 6,628 students for 1,789 courses and 65,155 reviews.

Findings

The main contribution of this study is its exploration of multiple unstructured information using the proposed multi-attention network model. It provides an interpretable strategy for analyzing students' learning behaviors and conducting personalized MOOC recommendations.

Practical implications

The findings suggest that MOOC platforms must fully utilize the information implied in course reviews to extract personalized learning preferences.

Originality/value

This study is the first attempt to recommend MOOCs by exploring students' preferences in course reviews. The proposed multi-attention mechanism improves the interpretability of MOOC recommendations.

Details

Internet Research, vol. 32 no. 2
Type: Research Article
ISSN: 1066-2243

Keywords

Open Access
Article
Publication date: 4 September 2017

Yuqin Wang, Bing Liang, Wen Ji, Shiwei Wang and Yiqiang Chen

In the past few years, millions of people started to acquire knowledge from the Massive Open Online Courses (MOOCs). MOOCs contain massive video courses produced by instructors…

2417

Abstract

Purpose

In the past few years, millions of people started to acquire knowledge from the Massive Open Online Courses (MOOCs). MOOCs contain massive video courses produced by instructors, and learners all over the world can get access to these courses via the internet. However, faced with massive courses, learners often waste much time finding courses they like. This paper aims to explore the problem that how to make accurate personalized recommendations for MOOC users.

Design/methodology/approach

This paper proposes a multi-attribute weight algorithm based on collaborative filtering (CF) to select a recommendation set of courses for target MOOC users.

Findings

The recall of the proposed algorithm in this paper is higher than both the traditional CF and a CF-based algorithm – uncertain neighbors’ collaborative filtering recommendation algorithm. The higher the recall is, the more accurate the recommendation result is.

Originality/value

This paper reflects the target users’ preferences for the first time by calculating separately the weight of the attributes and the weight of attribute values of the courses.

Details

International Journal of Crowd Science, vol. 1 no. 3
Type: Research Article
ISSN: 2398-7294

Keywords

Article
Publication date: 6 September 2022

Lan Ma, Saeed Pahlevan Sharif, Arghya Ray and Kok Wei Khong

The paper aims to explore and examine the factors that influence the post-consumption behavioral intentions of education consumers with the help of online reviews from a Massive…

Abstract

Purpose

The paper aims to explore and examine the factors that influence the post-consumption behavioral intentions of education consumers with the help of online reviews from a Massive Open Online Course (MOOC) platform in the knowledge payment context.

Design/methodology/approach

The paper adopted a novel mixed-method approach based on natural language processing (NLP) techniques. Variables were identified using topic modeling drawing upon 14,585 online reviews from a global commercial MOOC platform (Udemy.com). The relationships among identified factors, such as perceived quality dimensions, consumption emotions, and intention to recommend, were then tested from a cognition-affect-behavior (CAB) perspective using partial least squares structural equation modeling (PLS-SEM).

Findings

Results indicate that course content quality, instructor quality, and platform quality are strong predictors of consumers' emotions and intention to recommend. Interestingly, course content quality displays a positive effect on invoking negative emotions in the MOOC context. Additionally, positive emotions mediate the relationships between three perceived qualities and the intention to recommend.

Originality/value

Limited research has been conducted regarding MOOC consumers' post-consumption intentions in the knowledge payment context. Findings of this study address the limited literature on MOOC qualities and consumer post-consumption behaviors, which contribute to a comprehensive understanding of MOOC learners' experiences at a meso-level for future paid-MOOC creators.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2021-0482/

Article
Publication date: 2 December 2019

Kutty Kumar

Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to…

Abstract

Purpose

Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to any person to enroll, are free to begin and are delivered completely online, thus contradicting the spatial limitations of a traditional classroom. This study aims to present the findings of a study among veterinary science students examining their perceptions of MOOCs. In total, 200 participants were randomly selected for the survey, out of which 177 responded, owing to a response rate of 88.7 per cent. Majority of the respondents (93 per cent) opined MOOCs supplement other learning methods and provide lifelong opportunity. A study report established that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent), and 65 per cent knowledge seekers ranted the enormous propaganda about MOOCs are not because of the technology’s inherent edifying value, but because of the incredible potentials of lower costs. The participants in this survey valued their course and overall MOOC experience pleasing.

Design/methodology/approach

The aim of the study is to explore veterinary students’ perception of MOOCs featuring in their subject of interest. The questionnaire was written in English because it is the teaching language for undergraduates and postgraduates in most Indian higher education institutes, including the one used as a context for this study. The online questionnaires were electronically mailed to a sample of veterinary students (undergraduate and postgraduate) with a consent form seeking their permission for participation in this study and swearing them the confidentiality of their responses. The e-mail included information about the purpose of the study as well as the URL to the survey site, demographic questions on age, gender and education. This part was followed by an important research question asking if the student had heard about the new open online educational system (MOOCs) provided in websites, including Coursera, Edx, Udacity and FutureLearn, among others. Based on respondents’ answers, they were directed to different sections. Students who knew about MOOCs were asked various mode of getting enrolled in MOOCs. If they were not enrolled in any course, the respondents were asked about the limitations to their use. Enrolled students were questioned on their perspectives and experiences with MOOCs. For students who gained certificates, were enquired for their level of satisfaction, opinions about the integration of MOOCs into the veterinary field and hindrances encountered during accessing the course. Out of a total of 200 students who initially agreed to take part, 177 responses were received, with a response rate of 88.50 per cent, with no cases of missing data. The data were stored automatically in the hosted online survey service into a separate database after the submission of the responses. The descriptive data analyses (such as average) were led using the data analysis tool provided.

Findings

Even though most MOOCs do not provide academic credit or result in a degree, some of the biggest beneficiaries of MOOCs are students formally enrolled in an academic program, are provided a free mode to obtain additional academic assistance that would not otherwise be available (Parke Muth, 2018)15. Correspondingly, 93 per cent of the students opined MOOCs supplement other learning methods and provide lifelong opportunity. Learning has traditionally cost both money and time. With MOOCs, it now just costs time. In total, 24 per cent of the participants have discoursed free of cost as one of the intentions to choose their course. Almost every respondent (99 per cent) was interested toward online discussion forum, and 91 per cent preferred course materials containing video and audio files were pretty beneficial, while 88 per cent felt teaching through electronic whiteboard was the most advantageous criterion in their course. The study findings indicated that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent).

Research limitations/implications

The study considered veterinary science undergraduate (BVSc) and postgraduate (MVSc) students alone, veterinary faculties are not included for the survey. There was comparatively less participation of respondents who enrolled or successfully completed a MOOC, which makes the analysis of limitations and satisfaction less reliable. Hence, the study results cannot be generalized as a comprehensive report of veterinary science scholars’ perceptiveness.

Originality/value

Animal health involves household pets and their care, in addition to livestock health and protection from diseases like bovine babesiosis, bovine tuberculosis and heartwater. There are numerous MOOCs offering online, contact or blended interventions in veterinary science and animal health that afford professionals quick and easy options to obtain credentials, including courses in pharmacology and toxicology, practice management, veterinary and para-veterinary studies, veterinary tropical diseases, radiology and wildlife management. As it is necessary to gain an understanding of the veterinary students’ level of familiarity and their insight toward the MOOC concept, the study attempts to explore their knowledge through an online survey.

Details

Information and Learning Sciences, vol. 120 no. 11/12
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 19 July 2022

Jiawen Cheng, Allan H.K. Yuen and Dickson K.W. Chiu

The popularity of massive open online courses (MOOCs) has attracted worldwide research interest. This study aims to identify and summarize the research foci (e.g. themes, methods…

Abstract

Purpose

The popularity of massive open online courses (MOOCs) has attracted worldwide research interest. This study aims to identify and summarize the research foci (e.g. themes, methods, contexts, etc.) and discuss the new directions and trends of MOOC research in the context of Mainland China.

Design/methodology/approach

A systematic review of the published MOOC research papers in Mainland China was conducted with the following inclusion criteria: (1) papers written in English; (2) context focused on Mainland China; and (3) empirical studies. Three main issues were explored with the selected 70 papers: (1) research methods (data collection and analysis); (2) the research foci; and (3) research objects.

Findings

The results found that the major MOOC research in China was quantitative, mostly using one method to collect data. Most studies collected data through the databases of MOOC platforms and survey techniques, which was consistent with the widely used descriptive statistics for data analysis. Learner-focused themes were investigated the most, aligning with the result that learners were the most popular research objects.

Practical implications

The findings suggest that using new technology tools, such as the Big Data approach for learning analytics, may transform traditional MOOC research into new practices. Transdisciplinary research concepts may also provide an alternative evolving model for constructing collaboratively dynamic research frameworks under the changing technologies and paradigms. Meanwhile, educational research traditions, such as qualitative methods, contribute to scaffolding MOOC research for more pragmatic applications.

Originality/value

Most systematic reviews on MOOCs focus on general or regional contexts other than Mainland China, and scant MOOC review is based on published English papers about Mainland China.

Details

Library Hi Tech, vol. 41 no. 5
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 6 July 2021

Archana Singh and Anuj Sharma

The objective of this paper is to understand the benefits and utility of massive open online courses (MOOCs) as perceived by the student, vis-à-vis internship and determine the…

Abstract

Purpose

The objective of this paper is to understand the benefits and utility of massive open online courses (MOOCs) as perceived by the student, vis-à-vis internship and determine the factors that influence student motivation and distraction in adoption of MOOCs.

Design/methodology/approach

An empirical study is conducted through a survey; data are collected through a structured questionnaire. The technology acceptance model (TAM) is used as the base framework. For data analysis, Statistical Product and Service Solutions–Analysis of Moment Structures (SPSS–AMOS) 24.0 is used.

Findings

The impact of context-specific distinctive features of MOOCs and characteristics of students on user satisfaction are examined through perceived ease of use and perceived usefulness. In the study, it is found that positive social influence and better facilitating conditions improve perceived ease of use and perceived usefulness leading to a better user satisfaction. Self-regulation positively influences self-efficacy among students while pursuing MOOCs. Contrary to the past researches, it is found that in the pandemic environment self-efficacy is not impacting perceived ease of use, perceived usefulness and satisfaction.

Practical implications

The findings of this study will benefit MOOCs developers and Higher Education Institutes (HEIs) in deeper understanding the significant factors affecting MOOC usage in higher education.

Originality/value

The study is ingrained to find the causes which will lead to user satisfaction of MOOCs by post-graduation students of B-schools in India. This is an original research and primary data has been collected for decision-making.

Details

International Journal of Educational Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 18 April 2023

Abhishek N., Abhinandan Kulal, Divyashree M.S. and Sahana Dinesh

The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and…

4274

Abstract

Purpose

The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.

Design/methodology/approach

The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).

Findings

The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.

Practical implications

Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.

Originality/value

Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 1 August 2016

Billy Tak-ming Wong

The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs).

8064

Abstract

Purpose

The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs).

Design/methodology/approach

A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses.

Findings

The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors.

Research limitations/implications

As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness.

Originality/value

The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

Details

Asian Association of Open Universities Journal, vol. 11 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 2 May 2017

Syed Saad Ahmed, Essa Khan, Muhammad Faisal and Sara Khan

The birth of massive open online courses (MOOCs) has instantly drawn the attention of scholars, academicians and learners. Millions of participants are learning through this…

8103

Abstract

Purpose

The birth of massive open online courses (MOOCs) has instantly drawn the attention of scholars, academicians and learners. Millions of participants are learning through this freely accessible model of education. The purpose of this paper is to review the development of MOOCs, its characteristics and to explore its potential and challenges in Pakistan particularly.

Design/methodology/approach

The data were collected through interviews and focus group, and the respondents had completed at least one MOOC offering. This research used content and thematic analysis with the triangulation of methods and sources.

Findings

The finding of this study reflects that MOOCs are inspiring great number of learners in Pakistan despite of factors impeding the surge of e-learning. MOOCs in regional languages with better electricity and internet connectivity could be very useful for the rural areas’ people but it requires extra ordinary interest from government and academicians.

Research limitations/implications

This is an exploratory qualitative study highlighting the potential and challenges of MOOCs from the perspective of faculty and students. However, it does not incorporate the views of university officials. Similar study could consider university officials and university owner as respondents. In addition, future studies could also investigate the factors inhibiting completion of MOOCs.

Originality/value

Despite of the sharp rise of published literature on MOOCs, there is less contribution from the developing countries. This research enables us to develop better understanding of the potential and challenges of MOOCs in the social context of Pakistan.

Details

Asian Association of Open Universities Journal, vol. 12 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

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