Barriers to Taking Massive Open Online Courses (MOOCs)
Researchers of the traditional higher education system identify a number of factors affecting admission to a university (barriers to entry) and factors of its successful completion (barriers to exit). Massive open online courses (MOOCs), available to any Internet user, remove barriers to entry because anyone can study there. But do all students have an equal chance of successful completion of the online course? Do the same barriers to exit exist for MOOCs? Binary logistic regression was used to determine the way that factors related to each student's individual features affect the successful completion of online courses. This study was based on administrative data from the Coursera platform across four courses offered by the NRU HSE from February to June 2014. The results of this analysis show that there is a strong correlation between successful completion of online courses and educational experience. The probability of successful completion is higher among men with higher education who have already taken online courses and studied similar disciplines.
Studies have shown that learners’ motivation is a significant predictor of the level of engagement in a MOOC. However, the role of motivation in a MOOC’s completion remains questionable. In our study, we estimated the role of motivation in a MOOC’s completion, controlling for the characteristics of participants and their level of engagement with the course materials. The research database includes the survey and trace data on participants of nine MOOCs related to the economic field, launched on Coursera in 2014–2015. Two research models were created: the first model for all MOOCs’ participants; the second model for university-affiliated participants. The results of the logistic regression showed that learners’ motivation has a significant relationship with a MOOC’s completion. However, not all motives for participation in MOOCs are significantly related to the chances of earning a certificate of completion. Intrinsic motivation, a motive for getting skills that could be useful for changing the workplace, and a motive for earning a certificate significantly increase the chances of a MOOC’s completion. In turn, amotivation has a negative relationship with a MOOC’s completion.
In this article the advantages of blended learning are considered.
This book constitutes the proceedings of the 6th European Conference on Massive Open Online Courses, EMOOCs 2019, held in Naples, Italy, in May 2019.
The 15 full and 6 short papers presented in this volume were carefully reviewed and selected from 42 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions.
The chapter 'Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour' is open access under a CC BY 4.0 license at link.springer.com.
International Conference on MOOCs, language learning and mobility 13 – 14 October 2017, Naples; Italy
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).