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Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs. Findings from the Global MOOC Quality Survey

2018Conference object Open access
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dc.contributor.authorStracke, Christian
dc.contributor.authorTan, Esther
dc.contributor.authorTeixeira, António
dc.contributor.authorPinto, Maria do Carmo Teixeira
dc.contributor.authorKameas, Achiles
dc.contributor.authorVassiliadis, Bill
dc.contributor.authorSgouropoulou, Cleo
dc.date.accessioned2020-05-26T14:22:48Z
dc.date.available2020-05-26T14:22:48Z
dc.date.issued2018
dc.date.updated2020-04-25T16:37:38Z
dc.description.abstractMassive 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.pt_PT
dc.description.sponsorshipThis article is supported by MOOQ, the European Alliance for Quality of Massive Open Online Courses (www.MOOC-quality.eu). The vision of MOOQ is to foster quality in MOOCs leading to a new era of learning experiences. MOOQ is funded by the European Commission under the project number: 2015-1-NL01-KA203-008950.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.3115/v1/w14-4108pt_PT
dc.identifier.slugcv-prod-1759544
dc.identifier.urihttp://hdl.handle.net/10400.2/9714
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.subjectMOOCspt_PT
dc.subjectLearnerspt_PT
dc.subjectDesignerspt_PT
dc.subjectInteraction typespt_PT
dc.subjectLearning experiencespt_PT
dc.subjectDesign experiencespt_PT
dc.subjectGlobal MOOC Quality Surveypt_PT
dc.titleGap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs. Findings from the Global MOOC Quality Surveypt_PT
dc.typeconference object
dspace.entity.typePublication
oaire.citation.endPage5pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.title18th IEEE International Conference on Advanced Learning Technologies (ICALT)pt_PT
person.familyNameTeixeira
person.familyNamePinto
person.givenNameAntónio
person.givenNameMaria do Carmo Teixeira
person.identifier.ciencia-id7810-ACD0-18B2
person.identifier.ciencia-id1B1F-2287-94E6
person.identifier.orcid0000-0002-1339-6548
person.identifier.orcid0000-0001-5113-5851
rcaap.cv.cienciaid1B1F-2287-94E6 | Maria do Carmo Teixeira Pinto
rcaap.rightsopenAccesspt_PT
rcaap.typeconferenceObjectpt_PT
relation.isAuthorOfPublicatione6474cc5-0c39-4eb5-ba27-a3f19964333f
relation.isAuthorOfPublication08609be9-2de1-4d6e-9563-baeed92b4135
relation.isAuthorOfPublication.latestForDiscoverye6474cc5-0c39-4eb5-ba27-a3f19964333f

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