Learner Experiences With Massive Open Online Courses Are "Messy"

• In Event: 72.016 - Online Learning: Engagement, Feedback, and Motivation

Abstract

Even though Massive Open Online Courses (MOOCs) have gained popularity recently, researchers lack a deep understanding of student experiences in such courses. This paper focuses upon a qualitative analysis of seven student essays describing experiences with MOOCs and suggests that the realities of learning and participation in MOOCs are “messy.” Findings indicate that learners questioned the commitment that institutions, instructors, and MOOC platforms showed towards them; identified a need for improved instructional design; praised MOOC instructors who were responsive and active, while wishing that instructor presence was more pronounced in the cases in which the instructor wasn’t active; valued the flexibility in the design of some courses while denouncing the rigidity of others; and were ambivalent about their MOOC experiences.

Author

• George Veletsianos, Royal Roads University