MOOC Success Factors: Proposal of an Analysis Framework

Autor/inn/en	Azevedo, José; Marques, Margarida Morais
Titel	MOOC Success Factors: Proposal of an Analysis Framework
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 16 (2017), S.233-251 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Literature Reviews; Qualitative Research; Teaching Methods; Climate; Ecology; Best Practices; Foreign Countries; Documentation; Science Teachers; Librarians; Secondary Education; Faculty Development; Reports; Statistical Analysis; Portugal + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Klima; Ökologie; Ausland; Dokumentation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Librarian; Bibliothekar; Bibliothekarin; Sekundarbereich; Abschlussbericht; Berichten; Statistische Analyse
Abstract	Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants' enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors' aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the "As alterações climáticas nos média escolares--Clima@EduMedia" course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change. Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work's major finding is a literature-based and empirically refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work's relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on success factors for MOOCs, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by testing it against data collected in other MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01