Learners' Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design

Autor/inn/en	Li, Kun; Canelas, Dorian
Titel	Learners' Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design
Quelle	In: American Journal of Distance Education, 33 (2019) 4, S.245-261 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1639469
Schlagwörter	Online Courses; Large Group Instruction; Science Instruction; Chemistry; Educational Technology; Student Attitudes; Teacher Student Relationship; Foreign Countries; Program Effectiveness; Student Motivation; Video Technology; Student Evaluation; Group Discussion; Academic Persistence; Learning Strategies; North America + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Unterrichtsmedien; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schulische Motivation; Schulnote; Studentische Bewertung; Gruppendiskussion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Nordamerika
Abstract	Most Massive Open Online Courses (MOOC) research studies have focused on students' demographics, surveys, and retention data, while little attention has been paid to the authentic voices of the learners: the expressions of experiences, perceptions, and emotions in the MOOC students' own words. In this paper, we conducted and analyzed in-depth interviews with learners from two MOOCs on the same subject. Findings confirm that learners enrolled in MOOCs for career and/or personal purposes. Learners' expressions of feeling a human connection to the instructor in videos had important implications for video editing decisions. Many of the reasons given for dropping out of active participation in MOOCs were related to the learners' lack of time because of other commitments. We expect the results from this study to provide a new understanding of MOOC learners and their perceptions of the courses; key insights should guide video editing considerations and encourage the use of instructor communication pathways such as regular emails to students in future MOOC offerings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01