Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design

Published

Journal Article

© 2019, © 2019 Taylor & Francis Group, LLC. Most 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.

Full Text

Duke Authors

Cited Authors

  • Li, K; Canelas, D

Published Date

  • October 2, 2019

Published In

Volume / Issue

  • 33 / 4

Start / End Page

  • 245 - 261

Electronic International Standard Serial Number (EISSN)

  • 1538-9286

International Standard Serial Number (ISSN)

  • 0892-3647

Digital Object Identifier (DOI)

  • 10.1080/08923647.2019.1639469

Citation Source

  • Scopus