Gender, Age, Ethnicity, Enrollment Purpose, and Most Impactful Activity in a Science of Happiness MOOC

• In Event: Poster Session 6
  In Poster Session: Insights on Technologies + Pedagogies (K–12, Higher Education, Massive Open Online Courses)

Abstract

This mixed-method study examined learners’ perceptions of attitudinal learning gains in a MOOC and the impact of their demographics, enrollment purpose, and perception of the most impactful learning activity on those gains. Interview data provided greater insights into survey results, with learners’ sharing thoughts on instructional design choices and learning challenges and how those impacted attitudinal learning. Furthermore, a series of hierarchical multiple regression analyses revealed that age and ethnicity were the best predictors for affective learning gains; gender and perception of impactful activity for behavioral learning gains; and ethnicity, enrollment purpose, and perception of impactful activity for cognitive learning gains. Implications for the design and facilitation of instructional activities in MOOCs designed to enhance attitudinal learning, are discussed.

Authors

• Sunnie Lee Watson, Purdue University

• Ji Hyun Yu, Purdue University

• William R. Watson, Purdue University

• Secil Caskurlu, Florida State University

• Shamila Janakiraman, Purdue University

• Holly Fiock, Purdue University