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Article
Publication date: 4 November 2014

Jane E. Klobas

The purpose of this paper is to propose measures of online open course success for non-commercial institutional providers of massive open online courses (MOOCs) and other…

1447

Abstract

Purpose

The purpose of this paper is to propose measures of online open course success for non-commercial institutional providers of massive open online courses (MOOCs) and other scaleable open online courses (SOOCs).

Design/methodology/approach

The measures are derived from the characteristics of open online courses, existing knowledge about open online course providers and users and their motivations, and current practice in MOOC evaluation and data analytics.

Findings

Current practices for evaluation of open online courses are dominated by MOOC analytics which provide insights into user demographics and behaviour with some implications for evaluation of reach and course design but leaving many unknowns. Measures for evaluation of success at the institutional level can be derived from institutional goals for open online courses. Success from the point of view of teachers and technical teams involved in design, development and delivery of open online courses can be derived from team members’ expectations, resources and satisfaction as well as measures of cost and effort compared to budget and benchmarks. Users are classified as registrants (information seekers, window shoppers, samplers), downloaders and participants (starters, partial participants and full participants who are further divided into auditing, active and certificate takers); different measures are appropriate for each group.

Practical implications

Practitioners and researchers must consider a variety of levels and indicators of success to adequately evaluate open online courses. Tables in the text propose measures, methods, timing and roles.

Originality/value

This is the first published paper to take a holistic view of open online course evaluation and propose detailed measures.

Details

Performance Measurement and Metrics, vol. 15 no. 3
Type: Research Article
ISSN: 1467-8047

Keywords

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: 14 November 2016

Steven Ackerman, Margaret Mooney, Stefanie Morrill, Joshua Morrill, Mary Thompson and Lika K. Balenovich

Web-based courses are a practical way to engage in meaningful discussions with learners from a diverse set of communities. By gathering online to learn about a topic, learners can…

1039

Abstract

Purpose

Web-based courses are a practical way to engage in meaningful discussions with learners from a diverse set of communities. By gathering online to learn about a topic, learners can form communities that transcend geographic and political boundaries. This paper aims to investigate a partnership between the University of Wisconsin-Madison (UW-Madison) and Wisconsin Library Services, which brought open access online learning to thousands of lifelong learners around the state of Wisconsin. “Changing Weather and Climate in the Great Lakes Region”, a massive open online course the UW-Madison launched in 2015, paired a regional focus with face-to-face discussions at 21 public libraries to deepen learners’ personal connections to the subject matter. Through strategic partnership, targeted course development and marketing of events, intimate local discussion sessions and statewide events provided fora in which Wisconsin residents would explore changing weather and climate with university faculty, staff and students.

Design/methodology/approach

This paper uses a case study approach and firsthand interview feedback from librarians, library staff and university faculty and staff who were leading the effort.

Findings

This paper explores the lessons learned and practical implications from the project and offers insight into libraries and universities looking to engage specific communities in non-credit online learning projects into the future.

Originality/value

This effort was a first of its kind partnership for the University and the State of Wisconsin.

Article
Publication date: 24 May 2013

Thomas Clarke

The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the…

5917

Abstract

Purpose

The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.

Design/methodology/approach

The paper provides an analysis of the origins, structure and orientation of the MOOCs, assesses their future trajectory and compares this development with earlier waves of e‐learning.

Findings

The massive open online courses have considerable potential for growth with high quality products supported by leading universities. However they still need to resolve issues other e‐learning organisations have faced including assessment, high drop out rates, and how to maintain viability.

Research limitations/implications

The MOOCs remain at a developmental stage, and it is not yet apparent whether their growth trajectories will be as ambitious as anticipated. However they are a definite advance over earlier online learning systems, and are worthy of further research regarding their performance.

Practical implications

The recent origin of the MOOCs involves an idealistic phase that is inspiring, but the question is will it last? Have the MOOCs the resilience to continue to develop as the universities have done over many decades? Further research will be required on this.

Social implications

The MOOCs have immense social implications for access to higher education in both the advanced and developing worlds.

Originality/value

This is one of the first studies of the MOOCs to emerge which compares them with earlier initiatives in e‐learning, and considers the adaptive responses of the universities.

Details

Education + Training, vol. 55 no. 4/5
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 15 March 2022

Esben Rahbek Gjerdrum Pedersen, Kirsti Reitan Andersen and Ana Lucia Diaz Schiavon

This study aims to show how a massive open online course (MOOC) can be used as an educational tool to diffuse specialised corporate sustainability research globally to a broad…

Abstract

Purpose

This study aims to show how a massive open online course (MOOC) can be used as an educational tool to diffuse specialised corporate sustainability research globally to a broad range of learners.

Design/methodology/approach

This study is based on insights from the design and implementation of a sustainable fashion MOOC. The MOOC was launched in late 2019 on a global learning platform and has recently passed 40,000 enrolments (February 2022). The presentation of the MOOC draws on quantitative and qualitative data available to instructors on the global learning platform.

Findings

Based on the data about the learners and their use of the MOOC, this study demonstrates how MOOC can be a powerful tool to diffuse sustainability research to new groups of learners, who differ significantly from the typical students at business schools and universities in the West. Moreover, the findings also demonstrate how the COVID-19 pandemic had a significant impact on the MOOC’s popularity.

Originality/value

This study provides new empirical evidence on how sustainability research can be translated into online education material of relevance for a broad range of learners from around the world. Moreover, the study also points to the number of practical and structural challenges linked to the future mainstreaming of MOOCs and other types of online education material.

Details

Journal of International Education in Business, vol. 15 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 8 December 2020

Manivannan Anand Shankar Raja and Tomy K. Kallarakal

The purpose of this paper is to understand the outcomes of Massive Open Online Courses (MOOCs) in the light of COVID-19 concerning the students of higher educational institutions…

2192

Abstract

Purpose

The purpose of this paper is to understand the outcomes of Massive Open Online Courses (MOOCs) in the light of COVID-19 concerning the students of higher educational institutions (HEIs) in India. The COVID-19 has disrupted the normal teaching-learning role across the world and has put everyone in a nightmare. HEIs are now requesting students to take up MOOCs to explore and attain knowledge and the same is even followed by the corporate institutions. MOOCs are one of the crisis management solutions to ensure that education is continuous and not disrupted.

Design/methodology/approach

The data included in this research has been collected from students of HEIs across India using a convenient sampling method. The collected data was exposed to a factor analysis using a principal component analysis (PCA) technique to reduce multiple dimensions.

Findings

The various stakeholders such as the government, HEIs and the MOOC providers have to play a crucial role in developing intellectual human assets for the nation’s growth and progression by extending flexible and cost-effective learning facilities. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation.

Research limitations/implications

From the research, it is well understood that MOOCs are useful to keep oneself updated with the market and industry trends especially when the world is focusing on business analytics, artificial intelligence and other technologically driven topics and concepts.

Practical implications

The present study contributes to the growing body of evidence that MOOCs play an important role in providing flexibility in learning. In the future, if there are similar crisis, which will disrupt education, then the best alternative will be MOOC through which many stakeholders will benefit. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation.

Social implications

Education is a service for the society which will have a long-term positive impact on improving the standard of living of the people. Hence, MOOCs can be one of the educational elements to provide learning opportunities to all age groups.

Originality/value

This study has explored the perception of MOOCs among the students of HEIs in India in the COVID-19 pandemic. The fresh data collected from the students is a reflection of their experiences during the COVID-19 lockdown. Indeed, it is quite surprising to know that majority of the respondents have arranged to learn during the pandemic, which shows the thirst and urge to learn. Digital technology and tools are welcomed and accepted by the student community.

Details

Interactive Technology and Smart Education, vol. 18 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 5 October 2020

Ruslan Ramanau, Jane Hughes and Paul Grayson

In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of…

Abstract

In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of online assessment, most of the previous studies relied on small samples of respondents or focused on student self-report using survey methods. This exploratory mixed-method study aims to combine a quantitative analysis of learners’ academic performance on an online Financial Accounting course with a more in-depth exploration of learner experiences using qualitative methods. The quantitative findings suggest that student previous educational qualifications, age and experience of studying a similar subject are strongly associated with CMA completion, which is also linked to scores on other pieces of assessed work. The qualitative results show that from the learners’ perspective, diversifying assessment methods, introducing low-stakes assessment activities and creating opportunities for situational interest are viewed as key aspects of online CMA design. This paper concludes with discussing the implications of the study for designing and delivering online courses in accounting, particularly in the light of the growing popularity of massive open online courses (MOOCs).

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83867-236-2

Keywords

Article
Publication date: 17 April 2020

Arnab Kundu and Tripti Bej

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe…

Abstract

Purpose

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.

Design/methodology/approach

A qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.

Findings

The findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.

Practical implications

The current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.

Originality/value

This study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 29 April 2021

Billy Tak-ming Wong

This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically…

1268

Abstract

Purpose

This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.

Design/methodology/approach

This study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.

Findings

English was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.

Originality/value

The findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.

Details

Asian Association of Open Universities Journal, vol. 16 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 18 January 2022

Archana Shrivastava and Ashish Shrivastava

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…

Abstract

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.

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