Understanding learner engagement on a blended course including a MOOC

Sarah Cornelius (Corresponding Author), Colin Calder, Peter Mtika

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Abstract

The use of Massive Open Online Courses (MOOCs) in blended learning contexts is becoming increasingly common, but relatively little is known about the experiences of on-campus learners taking MOOCs. This paper reports research that explored the experiences of on-campus learners taking a blended course which included a MOOC. Use of the UK Engagement Survey provided a focus on engagement and permitted comparisons with a wider cohort of on-campus learners. Findings show that there were no differences between learners on the blended course and the wider cohort of on-campus learners for some aspects of engagement. However, learners on the blended course were more engaged than on-campus learners on specific aspects measured by the UKES survey including those which appear related to social learning. Evidence from a small number of interviews is used to explore issues raised and, informed by the community of enquiry framework, factors which influence blended learners’ engagement with the MOOC are discussed. Some of the findings support the call for amendments to the community of inquiry framework for MOOC contexts, and provide evidence of issues related to social and teaching presence that may need additional consideration.
Original languageEnglish
Article number2097
Number of pages14
JournalResearch in Learning Technology
Volume27
Early online date13 Feb 2019
DOIs
Publication statusPublished - 23 Feb 2019

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Teaching
Blended Learning
social learning
community
amendment
evidence
experience
interview

Keywords

  • community of inquiry
  • learners’ experiences
  • engagement surveys
  • MOOCs
  • MOOC
  • Community of inquiry
  • Blended learning
  • Engagement surveys
  • Learners’ experiences

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Understanding learner engagement on a blended course including a MOOC. / Cornelius, Sarah (Corresponding Author); Calder, Colin; Mtika, Peter.

In: Research in Learning Technology , Vol. 27, 2097, 23.02.2019.

Research output: Contribution to journalArticle

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