What Makes the Difference in Learning Outcomes in MOOCs: Results From a Meta-Analysis of Peer-Reviewed Empirical Studies

• In Event: Paper Session: Innovations in Online Instruction

Abstract

This meta-analysis research project systematically reviewed peer-reviewed empirical studies of MOOCs to quantitatively examine MOOCs research, investigate the essential features, and identify the effective instructional design features in MOOCs that are associated with successful student learning. Our results indicate that several student characteristics and course design features are related to student learning outcomes. Specifically, students with higher motivation and higher engagement level achieved better learning outcomes. However, certain course design features, such as the use of lecture videos, simulators games, the use of quizzes and exams affect students differently and may help improve less-engaged students’ learning outcomes. We also call for more quality empirical studies in MOOCs research.

Authors

• Jing Lei, Syracuse University

• Qiu Wang, Syracuse University

• Jiaming Cheng, Texas Tech University

• Tianxiao Yang, Syracuse University

• Xiaotong Yang, South China Normal University