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

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

Investigating Engagement and Learning Differences between Native and EFL students in Active Video Watching

Video-based learning (VBL) requires good listening and reading comprehension skills, which could be challenging for English as a foreign language (EFL) students. In this paper, we investigate the differences between EFL and Native English speakers in a VBL platform called AVW-Space, in order to identify potential interventions that would be helpful for EFL students. AVW-Space provides note-taking, peer-reviewing, visualisations and personalised nudges to support engagement in VBL. Although previous studies on AVW-Space showed these supports were effective for increasing engagement, we discovered significant differences in learning outcomes and engagement between EFL/Native students, which stem from different learning strategies, background knowledge and language barriers. This research contributes to using learning analytics to understand better the differences between EFL and Native students, and providing more specialised support for EFL students in VBL

Digital futures challenge-based learning in Higher Education in Europe: The DIFUCH Erasmus+ Project

Within DIFUCH, we are developing innovative challenge-based pedagogies, tools and platforms for the virtual delivery of a joint programme within a groundbreaking-breaking and flexible academic structure in Europe. This Erasmus+ project is focused on delivering new multi-disciplinary, transnational, cross-sectional future skills-orientated modules and learning pathways that address societal challenges. In this paper, we present the current work of DIFUCH to develop an innovative programme underpinned by Challenge Based Learning (CBL) that addresses local and global societal challenges and strengthens interactions between education, research, and external stakeholders for a positive effect on our communities. This project facilitates the improvement of learning outcomes vis-à-vis university learners' perception of social responsibility, their ability to deal with complex societal challenges from social and economic stability to global warming, their ability to put knowledge into practice, team building and communications skills.This work has been supported by Erasmus Plus KA2 within the project 2021-1-PT01-KA220-HED-000023536.info:eu-repo/semantics/publishedVersio

Openness in MOOCs for training and professional development - an exploration of entry and participation barriers

Massive Open Online Courses (MOOCs) constituted a high-profile phenomenon in educational technology within the last ten years and attracted a lot of attention from researchers and practitioners. Historically, MOOCs have developed out of academia, closely related to the concepts and ideas of open education. Openness has always been a central part of the MOOC narrative, the courses being offered at virtually no cost, without formal prerequisites and accessible from virtually everywhere. Extending the academic perspective, MOOCs have been identified as a promising option for work-related learning and professional development. Lately, MOOCs have been gaining more acceptance among employers and employees, despite the fact that openness is rather uncommon in corporate contexts. The idea of openness, meanwhile, seems to be fading into the background. More and more MOOCs are provided with entry and participation barriers at different course stages. Hence, the question arises whether openness remains a distinctive feature of MOOCs, especially with regard to training and professional development. The aim of this contribution is to explore the openness of MOOCs for professional development and to add empirical evidence to the current discussion. Framing openness as the absence of entry and participation barriers, we developed a rating scheme which covered barriers from six dimensions. We reviewed N=295 business MOOCs from nine major global MOOC providers out of twelve different topic areas. When looking at the absolute numbers of barriers, we found a wide range of barriers from all of the categories reviewed. Only in a small share of courses just one barrier was observable. By means of latent class analysis we identified typical combinations of barriers and found two classes of MOOCs which either contain barriers that are associated with a meaningful structuring of learning processes, or rather indicate business models in the market for professional development. While not every barrier can be interpreted as an impediment for learning, the results indicate a reduced concept of openness implemented in MOOCs for business-related professional development

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.</p