Massive open online courses : learner participation

Abstract

Massive Open Online Courses (MOOCs) have become a major international focus of investment
\nand development in the area of learning technology. Despite a lack of research into effectiveness
\nand assessment of outcomes, many educational institutions have joined the race to implement
\nand deliver such courses. A wide range of different subjects can now be studied free of charge by
\nanyone with interest to learn. Expectations for the benefits of MOOCs have run high, including
\ntheir potential as a disruptive technology and their ability to solve educational needs in developing
\ncountries. However, in practice most MOOCs offer very traditional learning approaches and
\nissues such as learner participation and retention are proving to be problematic. This paper
\nprovides a brief qualitative assessment of two different MOOC approaches focussing in particular
\non data relating to learner participation in forums and quizzes. The two approaches investigated
\nare; firstly, an earlier comprehensive report from University of Edinburgh (using previously
\npublished data drawn from 6 courses) and secondly, from the University of Warwick (presenting
\nnew data from Moodle-based Computing for Teachers MOOC (CfT)). CfT MOOC is been run in
\ntwo parallel modes: the tutor supported mode (in real-time Google hangout sessions) and the
\n‘traditional’ peer-supported mode (in online discussion forum). We investigate certain features
\nbetween these two conventional institutions’ courses with respect to their operation and levels of
\nlearner participation. It has been observed that using forums in Massive Open Online Courses
\nhelp motivate learners to continue their participation towards completion of the course. Advice
\nfrom fellow students can be encouraging, however it can also have a negative effect when
\ninsensitive or misleading comments are posted.