Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, Min; Zou, Wenting; Shi, Yi; Pan, Zilong; Li, Chenglu |
|---|---|
| Titel | What Do Participants Think of Today's MOOCs: An Updated Look at the Benefits and Challenges of MOOCs Designed for Working Professionals |
| Quelle | In: Journal of Computing in Higher Education, 32 (2020) 2, S.307-329 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Liu, Min) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1726 |
| DOI | 10.1007/s12528-019-09234-x |
| Schlagwörter | Online Courses; Student Attitudes; Professional Development; Professional Occupations; Career Change; Certification; Teacher Student Relationship; Discussion Groups |
| Abstract | Literature on MOOCs has shown that understanding learners' perspectives in taking MOOCs is critical if a MOOC needs to be successful. Now that MOOCs have been in wide use, in this study we took an updated look at learners' perspective of taking MOOCs designed for working professionals and course aspects that these MOOC participants found beneficial. General interest in the topic, personal growth and enrichment, relevance to job, and career change were the top reasons for working professionals to enroll in MOOCs. First-time MOOC takers were more likely to seek a certificate, while MOOC veterans may complete most assignments but did not seek for a certificate. Quality materials from a reputable provider remains an important reason for working professionals to enroll in a MOOC. Offering meaningful ways for MOOC participants to interact with instructors and with each other calls for innovative designs than the current discussion forums in a learning management system can offer. This remains to be a big challenge for MOOC designers. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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