Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns

Published on Oct 6, 2021in Australasian Journal of Educational Technology3.067
· DOI :10.14742/AJET.5768
Hengtao Tang8
Estimated H-index: 8
(USC: University of South Carolina),
Wanli Xing17
Estimated H-index: 17
(UF: University of Florida)
Sources
Abstract
Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over time. Understanding employed professionals’ trajectory of participation patterns across course time is thus essential to improving the effectiveness of MOOCs. This study investigated the log data of learner participation to explore how attrition occurs in a professional MOOC, focusing on whether students’ employment status was associated with learner participation. The results revealed learners’ longitudinal participation patterns and confirmed the impact of sustained engagement on course performance. The study also found that employed learners were more likely than their peers without jobs to become cramming learners with initially infrequent engagement in a course but investing intensive time at the end for certificates. We discuss practical implications for designing and facilitating large-scale professional degree and certificate programs in higher education institutions. Implications for practice or policy: Educators can apply MOOCs with a lower weekly workload and a slower pace to support employees’ professional development. Educators should develop professional learners’ interests in the course topic to avoid only cramming for the course certificates. Educators may consider longitudinal patterns of learner participation when assessing learner performance.
📖 Papers frequently viewed together
20152.47Zdm
2 Authors (Ana Kuzle, Rolf Biehler)
References7
Newest
Flexible approaches to online learning are gaining renewed interest in some part due to their capacity to address emergent opportunities and concerns facing higher education. Importantly, flexible approaches to online learning are purported to be democratizing and liberatory, broadening access to higher education and enabling learners to participate in educational endeavours at "anytime" from "anyplace." In this paper, we critique such narratives by showing that flexibility is neither universal ...
Source
#1Justin Reich (MIT: Massachusetts Institute of Technology)H-Index: 21
#2José A. Ruipérez-Valiente (MIT: Massachusetts Institute of Technology)H-Index: 12
Source
#1Hengtao Tang (PSU: Pennsylvania State University)H-Index: 8
#2Wanli Xing (TTU: Texas Tech University)H-Index: 17
Last. Bo Pei (TTU: Texas Tech University)H-Index: 6
view all 3 authors...
ABSTRACTDiscussion forums are increasingly central to massive open online courses (MOOCs), and it is vital for learners to participate in associated forum activities. Active forum participation pos...
Source
Source
Sep 13, 2016 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Mina Shirvani Boroujeni (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 7
#2Kshitij Sharma (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 18
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 64
view all 5 authors...
Studies carried out in classroom-based learning context, have consistently shown a positive relation between students’ conscientiousness and their academic success. We hypothesize that time management and regularity are main constructing blocks of students’ conscientiousness in the context of online education. In online education, despite intuitive arguments supporting on-demand courses as more flexible delivery of knowledge, completion rate is higher in the courses with rigid temporal constrain...
Source
#1Laura W. Perna (UPenn: University of Pennsylvania)H-Index: 57
#2Alan Ruby (UPenn: University of Pennsylvania)H-Index: 4
Last. Chad Evans (UPenn: University of Pennsylvania)H-Index: 4
view all 7 authors...
This paper reports on the progress of users through 16 Coursera courses taught by University of Pennsylvania faculty for the first time between June 2012 and July 2013. Using descriptive analyses, this study advances knowledge by considering two definitions of massive open online course (MOOC) users (registrants and starters), comparing two approaches to measuring student progress through a MOOC course (sequential versus user driven), and examining several measures of MOOC outcomes and milestone...
Source
Source
Cited By0
Newest
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.