Analysing successful massive open online courses using the community of inquiry model as perceived by students.
Abstract: This research examines the characteristics that contributed to the success of massive open online courses (MOOCs) in the fields of software, sciences, and management using data mining and semantic analysis together with content analysis. A total of 3,460 reviews regarding 5 different MOOCs...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 544 - 557 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662430&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662430 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662430 131662430 131662430 10.1111/jcal.12259 131662430 ppf: 544 ppct: 13 formats: tig: atl: Analysing successful massive open online courses using the community of inquiry model as perceived by students. aug: au: Cohen, A. Holstein, S. affil: School of Education, Tel Aviv University, Israel sug: subj: MOOC Student Attitudes Outcomes of Education Human Learning Methods Conceptual Framework McNemar's Test P-Value Chi Square Test ab: Abstract: This research examines the characteristics that contributed to the success of massive open online courses (MOOCs) in the fields of software, sciences, and management using data mining and semantic analysis together with content analysis. A total of 3,460 reviews regarding 5 different MOOCs that received a 5/5 grade were extracted from the CourseTalk website and analysed according to the community of inquiry model. It was found that, as well as in academic online courses, the characteristics that contributed to MOOCs' success were distributed between all 3 presence elements according to the community of inquiry model: teaching (36%), social (23%), and cognitive (36%; and technological [5%]). This is contrary to the perception that MOOCs mostly contain teaching presence elements. The four leading characteristics were teacher, exercise, atmosphere, and workload. Cluster analysis resulted in 5 types of students with similar presence element preferences. This shows that successful MOOCs enable students with different preferences to consume content and activities according to their individual preferences. These findings could be the base of future research on the subject of adapting MOOC activities and content to students' varied preferences, as well as further understanding the characteristics that contribute to successful MOOCs or other fully online courses. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|