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1.
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.  相似文献   

2.
This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed.  相似文献   

3.
The aim of this study was to examine how materialism, or the focus on acquiring money and material possessions, is associated with students’ academic engagement and achievement via their motivational regulation (amotivation, controlled motivation, and autonomous motivation). Study 1 (n = 606 secondary students) was a cross-sectional study which found that materialism was negatively associated with engagement. This association was partially mediated by amotivation. Study 2 (n = 404 secondary students) was a longitudinal study which found that Time 1 materialism was negatively associated with Time 2 engagement and Time 3 academic achievement via amotivation. Results of the two studies provide converging lines of evidence that materialism is negatively associated with key indicators of learning. Students with high levels of materialism have lower levels of engagement and achievement, and these associations are partially mediated by amotivation. Theoretical and practical implications are discussed.  相似文献   

4.
Persona design aims to increase students’ ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise personas by reflecting representativeness and empathy in a systematic way. We justify cultural dimensions and engagement aspects and suggest a classified table for representative and empathetic persona design. In a design course, we analyse personas created by students in two different groups with the table (Group 1, n = 16) and without the table (Group 2, n = 17) through comparative thematic analysis to evaluate the qualities of representativeness and empathy. As a result, the cognitive aspect of engagement is predominated in Group 2, whereas the cognitive, emotional, behavioural, and social aspects of engagement are evenly distributed in Group 1. 11 cultural dimensions are identified in Group 2, whereas 20 cultural dimensions are identified in Group 1. In Group 2, a particular dimension is predominant (44.4% of individualism), whereas, in Group 1, the rate of the most used dimension is 12.2% (femininity and collectivism). The study results indicate that the method allows students to diversify and deepen their understanding of user needs and thereby conceptualising personas in in-depth and analytical ways. From instructional perspectives, it can be used by educators to help students systematically conceptualise user needs in design activities.  相似文献   

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6.
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   

7.
An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meaningfully in each education space they enter. Therefore, ‘pupil voice’ has the potential to become an important influencing factor regarding the degree to which students become self-regulated learners, value educationand consequently support their aspirations and build their expectations to go on to university. This study examines the role pupil voice plays in building cognitive and emotional engagement, and whether this, in turn, builds desire for further study and expectations for university entry. Pupil voice is operationalised as the extent to which the student feels heard, involved and supported by the school community. Student survey data was collected (N = 542) from a low socioeconomic status region of the southwest corridor of metropolitan Perth, Western Australia. Structural equation modelling substantiated our serial mediation hypothesis. For students, a discernible pupil voice significantly and positively increased cognitive engagement (self-regulated learning), which increased emotional engagement (valuing education) that, in turn, increased university desires, which led to increased university expectations. The results of this study underscore the importance of policies and practical interventions designed to develop strong student–teacher relationships, where students feel they are both seen and heard.  相似文献   

8.
ABSTRACT

Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed  相似文献   

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10.
In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students’ perceptions of Plickers and crossword puzzles as low‐cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed‐method survey consisting of a 5‐point Likert scale and open‐ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low‐cost alternative to the limitations encapsulated by didactic pedagogy.  相似文献   

11.
Despite the popularity of massive open online courses (MOOCs), only a small portion of the course participants successfully complete the course. The low completion rate can be partially attributed to the mismatch between the participants' expectations and value delivered by the courses. Therefore, this study leverages MOOC reviews to investigate the focal point and sentiment of the learners by combining machine learning techniques and statistical analysis. Several text mining methods (ie, simplified Chinese-linguistic inquiry and word count dictionary, word embeddings, and bidirectional long short-term memory model) are combined to automatically extract the emotional and cognitive aspects, review focal point, and sentiment from the learner discourse. Multiple linear regression (MLR) analysis is performed to examine the relationships between the learner sentiment and the extracted content features. Using a set of real data from NetEase online open courses, our results reveal that the MOOC reviews mostly pertain to teaching and platform rather than the course content. Furthermore, the social process and personal concerns appear more frequently in the learner discourse. Overall, the learners exhibit positive attitudes towards teaching and platform and negative attitudes towards issues related to the course content. This study contributes to the literature regarding the MOOC research methodologies and provides a deeper understanding of the learner discourse behaviour in MOOCs.  相似文献   

12.

The purpose of this study was to explore Indonesian and Malaysian instructors’ perceptions of massive open online course (MOOC) design and how they deal with the design challenges. Surveys, email interviews, and course reviews are the main data-collection methods employed in this sequential mixed methods study. Forty-six instructors participated in the survey, and nine of them voluntarily participated in an email interview. The findings revealed that half of the courses were delivered using a hybrid/blended type of MOOC. Personal motives, institutional encouragement, and altruism were among the main reasons for instructors to offer MOOCs. Preparation, attraction, participation, and assessment were the categories used to explain the design strategies used by these instructors in designing their courses. The survey also revealed that collaboration encouragement, participant engagement, video development, and time constraints were the primary design challenges that the instructors experienced during the design process. Furthermore, most instructors sought advice from other MOOC instructors, MOOC providers, their institutions, video tutorials, and open educational resources (OERs) to surmount their design challenges.

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13.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations.  相似文献   

14.
As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants.  相似文献   

15.
This study examines associations between individual racism, anticipatory racism-related stress, and anti-racism activism among Black adolescents (n = 443; Mage = 15.6; 57.4% female) and emerging adults (n = 447; Mage = 23.8; 77.6% female). The authors tested competing hypotheses about associations between individual racism and anti-racism activism on anticipatory racism-related stress. Findings indicated anticipatory racism-related stress may be both a catalyst and consequence of engagement in anti-racism activism for Black adolescents and emerging adults. Results for each age group varied by type of stress (physiological; psychological) and activism (low-risk; high-risk). Supporting youth engagement in anti-racism activism without increasing anticipatory racism-related stress is a key priority for meaningfully advancing scholarship on the development of anti-racism and pursuit of racial justice.  相似文献   

16.
Investigating whether changing societal circumstances have altered the development of civic engagement, this study compared developmental changes from mid- to late adolescence (i.e., age 15–18) across two cohorts of representative Swiss samples (born in 1991, N = 1258, Mage T1 = 15.30, 54% female, 33% migration background representing diverse ethnicities; born in 2000, N = 930, Mage T1 = 15.32, 51% female; 33% migration background). Findings from latent multigroup models revealed similar levels in attitudes about social justice in both cohorts, remaining stable over time. Adolescents reported lower levels of political efficacy and informal helping in the cohort born in 2000. Both aspects slightly increased during adolescence. Informal helping had a steeper increase in the 1991 compared to the 2000 cohort, suggesting developmental differences between cohorts.  相似文献   

17.
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   

18.
Although Massive Open Online Courses (MOOCs) attract millions of people to enroll in their courses, the completion rate for most courses is very low. A majority of MOOCs students are not fully engaged in MOOCs, thus leading them to quit in the early stage of the courses. Therefore, it is important to investigate students’ engagement in MOOCs. Drawing on self-determination theory and the theory of relationship quality, this study proposes a model that conceptualizes the MOOCs engagement as consisting of psychological engagement and behavioral engagement and explores the antecedents of students’ engagement in MOOCs. The research model is tested using data collected from 374 students of Chinese University MOOC. The results show that fulfillment of three basic psychological needs for autonomy, competence and relatedness have significant positive effects on intrinsic motivation, increasing students’ psychological engagement in MOOCs. Relationship quality significantly predicts students’ psychological engagement, and psychological engagement promotes behavioral engagement in MOOCs. Implications for research and practice as well as limitations of this study are discussed finally.  相似文献   

19.
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   

20.
In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed.  相似文献   

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