Percorrer por autor "Sgouropoulou, Cleo"
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- Divergent perceptions from MOOC designers and learners on interaction and learning experience: findings from the Global MOOQ SurveyPublication . Teixeira, António; Pinto, Maria do Carmo Teixeira; Stracke, Cristhian; Kameas, Achiles; Vassiliadis, Bill; Sgouropoulou, CleoAs the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process(n = 267). In this paper, we present its first results relating to the designers’ and learners’ experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.
- Divergent perceptions from MOOC designers and Learners on Interaction and learning experience: findings from the Global MOOQ SurveyPublication . Teixeira, António; Pinto, Maria do Carmo Teixeira; Stracke, Christian M.; Kameas, Achille; Vassialidis, Bill; Sgouropoulou, CleoIn this paper, we present the first results from the Global MOOC Quality Survey .The survey was developed for three target groups: learners, designers and facilitators of MOOCs. Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide.
- Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs. Findings from the Global MOOC Quality SurveyPublication . Stracke, Christian; Tan, Esther; Teixeira, António; Pinto, Maria do Carmo Teixeira; Kameas, Achiles; Vassiliadis, Bill; Sgouropoulou, CleoMassive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.