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1.
Massive open online courses (MOOCs) have gained significant attention in recent years for their potential to impact education at a global scale. This paper presents the findings from a study that examined the cases of three MOOCs, including Human Trafficking, US Food System, and Animal Behavior and Welfare, that were specifically designed to effect attitudinal change in its participants, specifically focusing on the three aspects of attitudinal change, cognitive, affective and behavioral as well as general learning. The study examined learners’ perceptions of attitudinal change, including according to the MOOC they took, the instructional method utilized, and the influence of attitudinal components on each other. The findings from this research provide a number of implications that could be helpful for understanding instruction and instructional design of MOOCs, particularly those MOOCs addressing attitude change. 相似文献
2.
Sunnie Lee Watson 《Open Learning》2017,32(3):262-278
This case study examines the design and facilitation of a Massive Open Online Course (MOOC) that focused on attitudinal learning about the topic of animal behaviour and welfare. Findings showed that a team of instructors worked together collaboratively towards realising learning goals and found the experience rewarding. While learners had mixed perceptions of gains in cognitive, affective and behavioural learning, they reported high satisfaction with lecture videos and instructor course participation. Implications for the instructional design of MOOCs and attitudinal learning are discussed based on these findings, including a discussion of MOOCs as a unique platform for attitudinal learning, and recommendations for their successful use. The recommendations include the importance of creating a collaborative instructor team, establishing high instructor presence, using interactive and collaborative learning activities, and receiving support from platform providers and institutions. 相似文献
3.
This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the MOOC, as well as their enrolment purposes. Motivations varied with the majority of learners wanting to formulate a viewpoint or to justify their existing viewpoint, with those taking the MOOC in order to earn a formal certification reporting the highest learning gains. Overall, learners perceived lectures and videos as the most impactful instructional strategy. However, learners who reported the personal project activity as the most effective instructional strategy showed the highest learning gain. The authors discuss the instructional design considerations based on these survey results. 相似文献
4.
Maartje Henderikx Karel Kreijns Jonatan Castaño Muñoz Marco Kalz 《Distance Education》2019,40(2):187-204
MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals. 相似文献
5.
This study (N = 427) examined perceived attitudinal learning gains (i.e., cognitive, affective, and behavioral learning) related to the course topic by comparing a self-paced version of a Massive Open Online Courses (MOOC) with a fixed-scheduled version. Independent samples t-tests revealed that those in a self-paced classroom were more likely to perceive higher levels of attitudinal learning gains and satisfaction than those in a fixed-scheduled MOOC. Those enrolling in the self-paced course also identified significantly more diverse reasons for enrolling. Learners in both courses identified course videos as the most impactful instructional component. Implications for the design of self-paced MOOCs are discussed. 相似文献
6.
Sunnie Lee Watson William R. Watson Louis Tay 《Educational technology research and development : ETR & D》2018,66(6):1601-1617
In this paper, we present the development and validation of a new measure of attitudinal learning—the Attitudinal Learning Inventory (ALI). While specific scales are available for measuring attitudes, they largely focus on established attitudes, not the impact of instruction on those attitudes. We developed the inventory with two explicit objectives: (1) to measure a broad range of attitude constructs representing a holistic view of attitudinal learning and instruction; and (2) to facilitate the measurement of attitudinal learning that can be useful for educational researchers beyond traditional metrics. The ALI was developed and validated across two samples of a total of 1009 participants with diverse demographics. The ALI comprises 15 scale items and exhibited good psychometric properties and conformed to the theoretical four-dimensional structure of attitudinal learning: cognitive, affective, behavioral, and social. The ALI was also shown to correlate with behavioral metrics of class engagement. Future uses of the new measure are discussed. Participants were taken from entirely online populations, and while demographically diverse, implementation of the scale with face-to-face instruction, in varied settings, and across different groups of learners is needed to provide additional evidence of its intended generalizability and consider possible biases. 相似文献
7.
ABSTRACTMost Massive Open Online Courses (MOOC) research studies have focused on students’ demographics, surveys, and retention data, while little attention has been paid to the authentic voices of the learners: the expressions of experiences, perceptions, and emotions in the MOOC students’ own words. In this paper, we conducted and analyzed in-depth interviews with learners from two MOOCs on the same subject. Findings confirm that learners enrolled in MOOCs for career and/or personal purposes. Learners’ expressions of feeling a human connection to the instructor in videos had important implications for video editing decisions. Many of the reasons given for dropping out of active participation in MOOCs were related to the learners’ lack of time because of other commitments. We expect the results from this study to provide a new understanding of MOOC learners and their perceptions of the courses; key insights should guide video editing considerations and encourage the use of instructor communication pathways such as regular emails to students in future MOOC offerings. 相似文献
8.
大规模开放在线课程（MOOC）为全世界学习者提供了宝贵的学习机会,在线课程的低完成率给学习者带来巨大的困扰,了解学习的困难和提供学习支持对学习者极其重要。以Coursera平台上在线课程《红楼梦》的学习者为调查对象,通过问卷调查与论坛数据分析,结果显示MOOC学习困难集中在内容理解难度大,时间投入多、自我管理欠缺、互评标准把握不准和平台操作等方面,学习者希望从推送相关资料、增加视频交流、提供随时笔记、反馈个性化学习体验等方面得到学习支持。 相似文献
9.
态度结构是指认知成分、情感成分和行为成分相互作用而构成的稳定结构。通过深入分析态度结构,归纳出态度的四大特性——稳定性、持久性、综合性和去情境性,总结出‘‘认知、情感、行为三成分齐头并进”、“关注学生原有的相关态度”、“重视儿童阶段的态度教学’、“注重实践和反馈”等原则,并在此基础上提炼出态度教学的具体策略。 相似文献
10.
The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000 相似文献
11.
MOOCs的产生改变了学习者的学习模式与学习行为, 给学习者的学习带来了机遇与挑战. 研究MOOCs模式下学习者的学习行为及其效果, 能够为MOOCs平台功能完善和MOOCs模式推广提供决策依据.设计了纯MOOCs、翻转课堂和传统课堂三种授课模式,研究了MOOCs环境对学习者学习行为的影响,并分析了学习者在该环境下的学习行为特点. 研究了三种模式对学习者学习效果的影响, 评估了不同学科的学习者在三种模式下的学习效果.最后调查研究了MOOCs模式下的学习者满意度评价.研究表明:MOOCs下的授课模式优于传统授课模式,理工类学习者在MOOCs模式下的学习效果优于文科类与艺体类学习者. 相似文献
12.
在线学习支持服务是影响MOOC课程学习效果的重要因素。研究结合ACSI模型和ECM模型,构建学习支持服务对MOOC课程持续学习意愿的影响模型,以273位MOOC课程学习者为研究对象,通过结构方程模型分析和中介效应分析确定变量间结构与数量关系。研究结果表明:感知质量、感知价值和学习支持服务满意度显著影响MOOC课程持续学习意愿;期望确认、感知质量和感知价值显著影响MOOC课程学习支持服务满意度,并以学习支持服务满意度为中介变量间接影响持续学习意愿;期望确认对感知质量具有显著影响。在此基础上,结合当前MOOC课程发展提出若干建议,为促进MOOC课程学习者持续学习意愿的提升提供参考。 相似文献
13.
James W. Ney 《Innovative Higher Education》1991,15(2):153-165
An innovative collaborative learning model, used for the teaching of modern English grammar classes, combined elements from peer teaching and cooperative learning. This model is innovative for higher education since it involved students and instructor co-laboring to master knowledge as a socially held phenomenon without any authoritarian leveling. It involved: 1) Student lectures explaining assigned readings from the text(s); 2) Daily quizzes of the material from the assigned reading; and 3) Student grading of the daily quizzes and exams with the instructor checking for accuracy. Student attitudinal surveys revealed positive perceptions of students on the whole toward the conduct of the class. An even greater positive aspect of the collaborative learning model used here is the attainment of a high level of mastery of the subject matter and almost perfect classroom attendance.He obtained his Ed.D. at the University of Michigan in 1963. His major areas of interest include the teaching of written composition and TESL. 相似文献
14.
Bernadette Geduld 《Africa Education Review》2017,14(2):122-139
Learners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation. 相似文献
15.
ABSTRACTLearning outcomes is mediated by multi-channel learning environment and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). The goal of this study was twofold: a. to compare behavior intention patterns of traditional e-learning platform and MOOCs participants; b. to examine relationships between behavior intention and perceived social support. Therefore, this study applies the concepts of technology acceptance model and social support theory to examine the underlying the determinants of learners’ continuance intention factors for MOOCs in Taiwan. In addition, this study adopts perceived convenience, computer self-efficacy, sense of community, and perceived gains as the constructs of social support perspective. Our examination reveals that sense of community, and perceived gains influence learners’ behavior intention of both general e-learning platform and MOOCs. However, perceived convenience and computer self-efficacy did not influence learners’ behavior intention for traditional e-learning platform, but still have efforts for MOOCs. In summary, our results show that the social support theory and technology acceptance model could be the suitable examination model to investigate the behavioral intentions for MOOCs. These findings have significant theoretical and managerial implications. 相似文献
16.
Bahaa G. Gameel 《The American journal of distance education》2017,31(2):98-111
This study investigates factors that influence learners’ satisfaction with massive open online courses (MOOCs). Framed by the theory of independent learning and teaching, the three types of interaction model, and the technology acceptance model, this study analyzed data collected from 1,786 learners enrolled in four MOOCs. Results show that the learner perceived usefulness, teaching and learning aspects of the MOOC, and learner-content interaction as important satisfaction factors. Learner-learner interaction and learner-instructor interaction had no effect on the sample’s learner satisfaction with the MOOC. These findings improve our understanding of MOOC learners’ preferences and contribute to the process of designing and developing new MOOCs. Future directions in MOOCs’ development are also discussed. 相似文献
17.
Jie Xiong 《Educational gerontology》2019,45(2):82-93
With the popularization of massive open online courses (MOOCs) in the e-learning landscape, more and more older adults are participating in MOOC learning activities. Understanding older adults’ learning motivations in MOOCs will help MOOC developers design suitable learning systems and appropriate course content for older learners. Using a content analysis method, this study identifies six types of learning motivations of older adults in MOOCs: solving problems, acquiring knowledge, improving cognition, seeking fun, benefiting others, and social contact, among which improving cognition is unique to older adults. Based on the above classification, we found that the learning motivations among older adults vary with age and gender. The findings enrich the theories of education for older adults and of learning motivation, and can be used to improve the design of MOOCs for older adults. 相似文献
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19.
Christian Stöhr Natalia Stathakarou Franziska Mueller Sokratis Nifakos Cormac McGrath 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):166-176
Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can successfully address those needs. Video lectures and demonstrations are a central learning component of MOOCs. This paper contributes to the research community by examining the use of MOOC videos for two groups of learners. In particular, we explore whether there is an observable difference between specialists' and non-specialists' video-watching activity. We analyse data collected from three MOOCs on the edX platform. Our findings indicate that while age and educational background impacts the level of video activity, there is no significant difference between specialists and non-specialists. We conclude that the MOOC format may be suited to non-specialist groups, allowing them to self-direct their learning and utilise videos as educational resources. 相似文献
20.
Doris Lee John McCool Laura Napieralski 《International Journal of Lifelong Education》2013,32(6):548-560
This study examined graduate students? preferences among a set of four learning activities commonly employed in adult educational settings. It evaluated the applicability and value of the Analytic Hierarchy Process, AHP, developed by Saaty as a quantitative tool for empirical research in assessing preferences. The four activities suggested by the literature on adult learning are (a) lectures (b) in-class discussion and reflections, (c) group-based projects and (d) individual projects. A secondary focus of the study was on whether the students? perceptions depended upon their innate primary learning style. The results of the study confirm that adult graduate students prefer to learn by discussion and reflection as opposed to lecture and prefer individual to group projects. These findings were independent of learning style as apportioned among the visual, auditory and kinesthetic types. Implications of these results are discussed. 相似文献