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

Publication ,  Journal Article
Li, K; Canelas, D
Published in: American Journal of Distance Education
October 2, 2019

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.

Duke Scholars

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Published In

American Journal of Distance Education

DOI

EISSN

1538-9286

ISSN

0892-3647

Publication Date

October 2, 2019

Volume

33

Issue

4

Start / End Page

245 / 261

Related Subject Headings

  • 3903 Education systems
  • 1301 Education Systems
 

Citation

APA
Chicago
ICMJE
MLA
NLM
Li, K., & Canelas, D. (2019). Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design. American Journal of Distance Education, 33(4), 245–261. https://doi.org/10.1080/08923647.2019.1639469
Li, K., and D. Canelas. “Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design.” American Journal of Distance Education 33, no. 4 (October 2, 2019): 245–61. https://doi.org/10.1080/08923647.2019.1639469.
Li K, Canelas D. Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design. American Journal of Distance Education. 2019 Oct 2;33(4):245–61.
Li, K., and D. Canelas. “Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design.” American Journal of Distance Education, vol. 33, no. 4, Oct. 2019, pp. 245–61. Scopus, doi:10.1080/08923647.2019.1639469.
Li K, Canelas D. Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design. American Journal of Distance Education. 2019 Oct 2;33(4):245–261.

Published In

American Journal of Distance Education

DOI

EISSN

1538-9286

ISSN

0892-3647

Publication Date

October 2, 2019

Volume

33

Issue

4

Start / End Page

245 / 261

Related Subject Headings

  • 3903 Education systems
  • 1301 Education Systems