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Student Perspectives [clear filter]
Thursday, April 26
 

13:15

MOOCs in Sri Lankan higher education system: Exploring students’ perspective in a developing country
Massive Open Online Courses (MOOCs) are not new anymore. Since 2012, xMOOCs started getting popular after introduction of Coursera, edX and Udacity. There are nearly 10 different popular MOOC platforms and nearly 2000 courses offered through MOOCs. Despite the concerned low-level completion rates, Universities and institutions invest on MOOCs expecting to be benefited to students around the world. There are studies to explore perceptions of MOOCs, in identifying what causes drop-outs and other problems of relating to MOOCs, yet in these studies, the majority of the students were representing students from developed countries. Fraction of the MOOC perspective is belonging to developing countries yet there are not enough studies conducted toward the direction. It is important that countries understand the potential of MOOCs and explore the impact it can create to the developing economy. Sri Lanka is South Asian island neighboring to India, With the growth of economy, country is seeking young population to equipped with the education and MOOCs could potentially be an option. However, students in higher education less likely see the potential of the new phenomena. In this study, we tried to understand the context of MOOCs from Sri Lankan students’ perspective. A systematic data collection method using multi agents to collect data in web based questionnaire and semi structured interviews were used. Data collected across 13 out 15 government universities and 10 out of 19 other institutes who are permitted to provide Degrees under university grant commission. Our objective was to understand students’ perception, awareness and identify satisfaction and limitations of using MOOCs and this will resemble the developing countries perspective. We will refine the abstract once we complete the data analysis and this paper will demonstrate data and present analysis of a systematic study.

Speakers
avatar for Dilrukshi Gamage

Dilrukshi Gamage

University of Moratuwa
Serial MOOCer, Trying to change the culture of instructivist learning to meaningful learning with peer connections. Building Human centered designs to facilitate collaboration.



Thursday April 26, 2018 13:15 - 13:40
Commissie 2

13:40

Different Viewpoint on MOOC Participants' Success: Satisfaction and Intention-Fulfillment as Outcome Measures
The success of lifelong learning in MOOCs and other OERs should be evaluated not through traditional lenses, instructor-focused measures such as dropout rates and assignments completion, but rather through non-formal learner-centered measures such as learner satisfaction and the fulfillment of learner intentions. The goal of this research was to predict the two learner-centered outcome measures using learning analytics and educational data mining. Data gathered from self-report questionnaires, and actual behavior was collected. 125 MOOC participants answered a pre- and a post-questionnaire and their behavioral measurements were harvested from the log-files of the course. Using structural equation modeling allows an identification of the effect of the independent variables included in the study - demographic and educational background, outcome beliefs, online self-regulation learning, learners’ behavior and perceived course usability. The results suggest that participants’ gender, number of weekly quizzes taken and the length of participation in the course affect the perception of individual intention-fulfillment, while the number of lectures that the participants attended affects the level of course satisfaction. Moreover, positive outcome beliefs, the ability to regulate the learning by setting goals and the perceived usability of the course influenced the level of intention-fulfillment and course satisfaction. The results enable to develop a theoretical and practical perspective of student perception of courses outcomes which is essential when discussing lifelong learning. It is suggested that MOOCs and other OERs designers and developers encourage their participants to set their goals and to evaluate expected benefits to exploit the potential benefit from course participation to the full.

Speakers
MK

Marco Kalz

Welten-Institute - Research Center for Learning, Teaching and Technology



Thursday April 26, 2018 13:40 - 14:05
Commissie 2