Abstract
| Original language | English |
|---|---|
| Article number | 2097 |
| Number of pages | 14 |
| Journal | Research in Learning Technology |
| Volume | 27 |
| Early online date | 13 Feb 2019 |
| DOIs | |
| Publication status | Published - 23 Feb 2019 |
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Keywords
- community of inquiry
- learners’ experiences
- engagement surveys
- MOOCs
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 journal › Article
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TY - JOUR
T1 - Understanding learner engagement on a blended course including a MOOC
AU - Cornelius, Sarah
AU - Calder, Colin
AU - Mtika, Peter
N1 - The authors would like to acknowledge the work of the large team behind the MOOC ‘Africa: Sustainable Development for All?’ which was led by Professor Hilary Homans. Thanks are also due to the students who participated in the UKES, and particularly those who contributed to the focus groups.
PY - 2019/2/23
Y1 - 2019/2/23
N2 - 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.
AB - 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.
KW - community of inquiry
KW - learners’ experiences
KW - engagement surveys
KW - MOOCs
UR - https://journal.alt.ac.uk/index.php/rlt/openaccess
U2 - 10.25304/rlt.v27.2097
DO - 10.25304/rlt.v27.2097
M3 - Article
VL - 27
JO - Research in Learning Technology
JF - Research in Learning Technology
SN - 2156-7069
M1 - 2097
ER -