Does Formal Credit Work for MOOC-Like Learning Environments?

Autor/in	Kursun, Engin
Titel	Does Formal Credit Work for MOOC-Like Learning Environments?
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Educational Environment; Online Courses; Electronic Learning; Distance Education; Higher Education; Academic Achievement; Statistical Analysis; Online Surveys; Colleges; College Credits; Information Technology; Noncredit Courses; Access to Information; Electronic Publishing; Foreign Countries; Predictor Variables; Achievement Tests; Comparative Analysis; Research Design; Resource Units; Computer Uses in Education; Shared Resources and Services; Multimedia Materials; Learning Strategies; Questionnaires; Likert Scales; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Statistische Analyse; College; Hochschule; Fachhochschule; Colleges; Achievement; Performance; Anrechnung; Leistung; Informationstechnologie; Elektronisches Publizieren; Ausland; Prädiktor; Achievement test; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Testdurchführung; Testen; Forschungsdesign; Computernutzung; Gemeinwirtschaft; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Likert-Skala; Türkei
Abstract	Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offered academic credit, but recently there has been some attempts to offer course credit for MOOCs or MOOC-like courses. However, whether earning a credit affects students' performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students' achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data were collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing group and non-credit bearing group for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students' online behaviors, such as engagement with online activities and user events on MOOC platforms. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01