Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies

Download

index.pdf

Date

2019-01-01

Author

Topali, Paraskevi
Ortega-Arranz, Alejandro
Er, Erkan
Martinez-Mones, Alejandra
Villagra-Sobrino, Sara L.
Dimitriadis, Yannis

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

151
views

189
downloads

Although Massive Open Online Courses (MOOCs) have been reported as an effective educational tool offering numerous opportunities in online learning, the high dropout rates and the lack of learners' motivation are factors concerning researchers and instructors. The one-size-fits-all instructional approach that most courses follow, failing to address the individual needs of learners, has been seen as their weakest point. Recent efforts focus on the inclusion of active learning pedagogies in MOOCs to stimulate the interaction among the participants and to keep them engaged. However, taking into account that in these massive contexts the learners face several issues while trying to keep up with the course, the incorporation of active learning strategies may introduce additional problems to the learning process. This study explores the problems that learners experienced in a MOOC implementing collaboration and gamification strategies. As the results reveal, the introduction of collaborative learning activities can generate additional problems to learners and for that reason, a careful design and a proper scaffolding is needed in an early stage to overcome the problems that will occur. No significant problems were reported regarding the implementation of gamification elements.

Subject Keywords

MOOC, Learners’ problems, Active learning, Gamification Collaboration

URI

https://hdl.handle.net/11511/90410

DOI

https://doi.org/10.1007/978-3-030-19875-6_10

Conference Name

6th European MOOCs Stakeholders Summit (EMOOCs)

Collections

Department of Computer Education and Instructional Technology, Conference / Seminar

Suggestions

OpenMETU
Core

An intervention framework for design and development of interactive video lectures based on video viewing behaviors: A learning analytics approach Yürüm, Ozan Raşit; Yıldırım, İbrahim Soner; Taşkaya Temizel, Tuğba; Department of Information Systems (2021-9-7) Video-based learning has become very popular together with the increase in the number of massive open online courses (MOOCs). Learners interacting with video naturally exhibit viewing behaviors based on clickstream interactions such as pause, forward, and backward. These are important inputs to predict learning variables and to develop an intervention framework. However, there is no guideline or method on how to use these behavioral patterns in favor of learners. The purpose of this study is to investigate ...
Design of a problem-based online learning environment and evaluation of its effectiveness Gündüz, Abdullah Yasin; Alemdağ, Ecenaz; Yaşar, Sevil; Erdem, Mukaddes (2017-07-01) Problem-based learning approach present several advantages such as improving students’ engagement in learning and fostering their higher-order thinking skills. Although there is a plethora of research regarding implementation of problem-based learning in classrooms, its design and application process for web-based environments need further investigation because of independent nature of online settings. This study developed a problem-based online learning environment based on constructivist learning design m...
Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions Ateş, Özlem; Eryılmaz, Ali (2015-03-01) This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of ...
The effect of game elements on time-spent by students on a web-supported information technology course Karakuşcu, Ahmet Kazım; Aşkun, Cengiz Savaş; Department of Computer Education and Instructional Technology (2021-5-12) Today, online learning platforms are being utilized at almost all education levels, but there are problems in student participation and engagement. On the other hand, an emerging concept of using game elements in non-gaming contexts showed potential to solve these engagement problems in educational settings. This study aimed to investigate the effect of game elements on the time-spent by students on the online portion of a web-supported information technology course (WITC) at the university level. The cours...
Understanding student behavior and perceptions toward earning badges in a gamified MOOC Ortega-Arranz, Alejandro; Er, Erkan; Martinez-Mones, Alejandra; Bote-Lorenzo, Miguel L.; Asensio-Perez, Juan I.; Munoz-Cristobal, Juan A. (2019-08-01) Despite the advantages of MOOCs, such as the open and free access to education, these courses are criticized for students' lack of motivation and their high dropout rates. Gamification is a technique used to increase student motivation and engagement in small-scale educational contexts. However, the effects of gamification on student engagement have been scarcely explored in MOOC environments, and the findings so far are inconsistent. To address this gap, this research work examines the students' behavior t...

Citation Formats

P. Topali, A. Ortega-Arranz, E. Er, A. Martinez-Mones, S. L. Villagra-Sobrino, and Y. Dimitriadis, “Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies,” Naples, İtalya, 2019, vol. 11475, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90410.