What's in It for Me? Incentives, Learning, and Completion in Massive Open Online Courses

Published on Aug 17, 2017in Journal of research on technology in education2.043
路 DOI :10.1080/15391523.2017.1358680
Todd D. Reeves13
Estimated H-index: 13
(NIU: Northern Illinois University),
Andrew A. Tawfik11
Estimated H-index: 11
(NIU: Northern Illinois University)
+ 1 AuthorsIrfan Simsek3
Estimated H-index: 3
(Istanbul University)
AbstractThis study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion)
馃摉 Papers frequently viewed together
3 Authors (Miri Barak, ..., Hossam Haick)
#1Andrew A. Tawfik (NIU: Northern Illinois University)H-Index: 11
#2Todd D. Reeves (NIU: Northern Illinois University)H-Index: 13
Last. Philippe J. Giabbanelli (NIU: Northern Illinois University)H-Index: 16
view all 9 authors...
Similar to other online courses, massive open online courses (MOOCs) often rely on learner鈥搇earner interaction as a mechanism to promote learning. However, little is known at present about learner鈥搇earner interaction in these nascent informal learning environments. While some studies have explored MOOC participant perceptions of learner鈥搇earner interactions, research is still lacking regarding the content and level of such interactions. Using the interaction analysis model (IAM) as a theoretical...
#1Amy E. Stich (NIU: Northern Illinois University)H-Index: 9
#2Todd D. Reeves (NIU: Northern Illinois University)H-Index: 13
Abstract MOOCs have been advanced as a mechanism for increasing access to higher education for underserved populations. However, we still know little about the socio-demographics of MOOC participants in general and even less about underserved MOOC participants in particular. In order to broaden our understanding of MOOC participants, including those who stand to benefit the most from free college coursework, this study relies on a sample of 2634 U.S. MOOC users who participated in at least 398 d...
#1Andrew A. Tawfik (NIU: Northern Illinois University)H-Index: 11
#2Todd D. Reeves (NIU: Northern Illinois University)H-Index: 13
Last. Amy E. Stich (NIU: Northern Illinois University)H-Index: 9
view all 3 authors...
While much has been written in the field of educational technology regarding educational excellence and efficiency, less attention has been paid to issues of equity. Along these lines, the field of educational technology often does not address key equity problems such as academic achievement and attainment gaps, and inequality of educational access and opportunity. In this paper, we survey research regarding persistent inequality issues related to (a) educational access and (b) educational oppor...
#1Kate Hone (Brunel University London)H-Index: 23
#2Ghada R. El Said (Future University in Egypt)H-Index: 7
Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities to a global audience. However, evidence suggests that only a small proportion of MOOC participants go on to complete their courses and relatively little is understood about the MOOC design and implementation factors that influence retention. This paper reports a survey study of 379 participants enrolled at university in Cairo who were encouraged to take a MOOC of their own choice as part of their developm...
#1Sunnie Lee Watson (Purdue University)H-Index: 18
#2Jamie Loizzo (NU: University of Nebraska鈥揕incoln)H-Index: 7
Last. Peggy A. Ertmer (Purdue University)H-Index: 58
view all 6 authors...
This exploratory case study describes the design and facilitation of a massive open online course (MOOC) for attitudinal change regarding human trafficking. It examines the course from the learners鈥, instructor鈥檚, and instructional designer鈥檚 perspectives. Two interviews with the instructor and instructional designer were conducted, and data from a sample of learners via an end-of-course survey (n = 54) and follow-up questionnaire (n = 319) were gathered. Learners鈥 discussion posts and sample as...
#1Rory A. Lazowski (JMU: James Madison University)H-Index: 4
#2Chris S. Hulleman (UVA: University of Virginia)H-Index: 26
This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our analyses included 92 independent effect sizes with 38,377 participants. Our results indicated that interventions were generally effective, with an average...
#1David Eberhardt (Birmingham鈥揝outhern College)H-Index: 2
AbstractJeffrey Selingo argues that the problems that plague contemporary American higher education are exacerbated by missed opportunities to plan strategically. He also outlines the development of numerous disruptive forces, including significant economic challenges and the emergence of educational technology, which fosters innovative means to provide education and related services. Of particular interest to higher education professionals may be Selingo鈥檚 minimal but meaningful attention to is...
#1Wanli Xing (TTU: Texas Tech University)H-Index: 17
#2Xin Chen (Purdue University)H-Index: 8
Last. Michael Marcinkowski (Penn State College of Information Sciences and Technology)H-Index: 4
view all 4 authors...
Massive open online courses (MOOCs) have recently taken center stage in discussions surrounding online education, both in terms of their potential as well as their high dropout rates. The high attrition rates associated with MOOCs have often been described in terms of a scale-efficacy tradeoff. Building from the large numbers associated with MOOCs and the ability to track individual student performance, this study takes an initial step towards a mechanism for the early and accurate identificatio...
#1William R. Watson (Purdue University)H-Index: 19
#2Woori Kim (Purdue University)H-Index: 3
Last. Sunnie Lee Watson (Purdue University)H-Index: 18
view all 3 authors...
Abstract This study examines the case of an Animal Behavior and Welfare MOOC that specifically targeted attitudinal change in its learners. Attitudinal learning outcomes were evaluated using an author-developed survey with questions on perceptions in the four areas of attitudinal learning: General Learning, Cognitive Learning, Affective Learning, and Behavioral Learning. The survey also examined learner goals for enrolling in the course and their perceptions of the instructional methods implemen...
#1Jamie Loizzo (NU: University of Nebraska鈥揕incoln)H-Index: 7
#2Peggy A. Ertmer (Purdue University)H-Index: 58
Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse backgrounds, have yet to be viewed from a learning culture perspective. This research used virtual ethnographic methods to investigate the adult learner experience in a MOOC learning culture. Specifically, authors observed and interviewed twelve adult learne...
Cited By6
#1Fatih Erdo臒du (Zonguldak Karaelmas University)H-Index: 3
#1Rupanwita Dash (Indian Institute of Management Lucknow)H-Index: 1
#2Kumar Rakesh Ranjan (UQ: University of Queensland)H-Index: 9
Last. Alexander Rossmann (Reutlingen University)H-Index: 7
view all 3 authors...
We examine the role of communication from users on dropout from digital learning systems to answer the following questions: (1) how does the sentiment within qualitative signals (user comments) aff...
#1Piret Luik (UT: University of Tartu)H-Index: 11
#2Lidia Feklistova (UT: University of Tartu)H-Index: 2
Last. Tauno Palts (UT: University of Tartu)H-Index: 6
view all 8 authors...
There are millions of MOOC participants who vary in gender, age, educational level, employment status, intentions, etc. Although MOOC participants鈥 characteristics have been studied, there is still a lack of knowledge of the divergence between the participants and completers of MOOCs with different levels of difficulty. The term 鈥榣evel of difficulty鈥 as used in this paper encompasses, besides the difficulty of covered topics, the variety of supportive teaching methods and different course durati...
#1Jia Yue (Xi'an Jiaotong University)H-Index: 3
#2Feng Tian (Xi'an Jiaotong University)H-Index: 14
Last. Qinghua Zheng (Xi'an Jiaotong University)H-Index: 36
view all 7 authors...
鈥淟ack of supervision鈥 is a particularly challenging problem in E-learning or distance learning environments. A wide range of research efforts and technologies have been explored to alleviate its impact by monitoring students鈥 engagement, such as emotion or learning behaviors. However, the current research still lacks multi-dimensional computational measures for analyzing learner鈥檚 engagement from the interactions that occur in digital learning environment. In this paper, we propose an integrated...
#1Todd D. Reeves (NIU: Northern Illinois University)H-Index: 13
#2Jui-Ling Chiang (NIU: Northern Illinois University)H-Index: 3
Abstract Today's teachers are inundated with data, and their capacity to use data productively and responsibly is a salient but complex skillset. In this context, the present experimental study (N鈥=鈥107) investigated the efficacy of an asynchronous online data literacy intervention intended for pre-service and in-service educators. The facilitated, interactive, and highly-structured intervention engaged participants in asking and answering four different kinds of questions (e.g., achievement sta...
#1Pankaj Deep Kaur (G.N.D.U.: Guru Nanak Dev University)H-Index: 9
#2Jyoteesh Malhotra (G.N.D.U.: Guru Nanak Dev University)H-Index: 17
Last. Megha Arora (G.N.D.U.: Guru Nanak Dev University)
view all 3 authors...
Massive Open Online Courses are a progressing advancement in web based training went for boundless intrigue and open access with the assistance of web. They are a possibly creating innovation, changing how guidance is passed on and financed far and wide. In current and contemporary world a critical increment is seen in the quantity of members learning through MOOCs, supplemental online instruction and e-learning courses. Be that as it may, the effective course fulfillment rate of the students an...
#1Jeya Amantha Kumar (Universiti Sains Malaysia)H-Index: 7
#2Hosam Al-Samarraie (Universiti Sains Malaysia)H-Index: 19
ABSTRACTThere has been a growing number of studies dedicated to understanding how Massive Open Online Courses (MOOCs) impact the e-learning community. Yet, little is still known about how novice pre-university students perceive the use of MOOCs in Malaysia. This study explored pre-university students鈥 perceptions of, challenges with, and intention towards MOOCs by using interview data. The results showed that students鈥 general perceptions of the MOOC were positive, reporting that they gained add...
This website uses cookies.
We use cookies to improve your online experience. By continuing to use our website we assume you agree to the placement of these cookies.
To learn more, you can find in our Privacy Policy.