Abstract
AbstractPast MOOC research has tended to focus on learning outcomes valued in traditional higher education settings, such as achievement and retention. This study recognises that student ratings are an important alternative outcome measure in MOOCs. This paper adopted a semiautomatic text mining approach to collect and analyse 8475 ratings and reviews submitted for 1794 MOOCs. The analysis revealed six important themes that contributed to positive ratings: ‘learning’, ‘understanding’, ‘interesting’, ‘videos’, ‘recommend’, and ‘questions’. The paper then investigated the characteristics of each identified theme based on the proximity of themes, distribution of concepts within themes, and important connections. Based on research findings, the paper presents the following propositions to assist educators and providers to enhance the learning experience in MOOCs: (1) provide realistic learning contexts and instructional conditions in MOOCs to facilitate the acquisition of knowledge that transfers more readily to real-world practices; (2) carefully design the instructional conditions so that some mental challenge and stimulation is required for learners to achieve a full understanding of the content, rather than making MOOCs too simple or effortless to complete; (3) design the course content, materials, and communications to generate interest; (4) allocate sufficient resources to create high-quality video lectures; (5) employ video lectures to elicit positive emotions from MOOC learners and simplify complex, difficult concepts; and (6) incorporate discussion boards in MOOCs and invest in human and digital resources to address learners’ queries.
Funder
The Cultivation Project of the Provincial-Level Predominant and Characteristic Discipline, Hangzhou Normal University
Publisher
Springer Science and Business Media LLC
Subject
Computer Science Applications,Education
Reference101 articles.
1. Agonács, N., & Matos, J. F. (2017). Towards a heutagogy-based MOOC design framework. Madrid: Paper presented at the European MOOCs Stakeholders Summit.
2. Alhija, F.N.-A., & Fresko, B. (2009). Student evaluation of instruction: What can be learned from students’ written comments? Studies in Educational Evaluation, 35(1), 37–44.
3. Alves, H., & Raposo, M. (2007). Conceptual model of student satisfaction in higher education. Total Quality Management & Business Excellence, 18(5), 571–588.
4. Apodaca, P., & Grad, H. (2005). The dimensionality of student ratings of teaching: integration of uni- and multidimensional models. Studies in Higher Education, 30(6), 723–748.
5. Authors. (2017). To be added following double-blind peer review.
Cited by
26 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献