Research output: Contribution to journal › Article › peer-review
How MOOC-takers estimate learning success : Retrospective reflection of perceived benefits. / Sablina, Svetlana; Kapliy, Natalia; Trusevich, Alexandr et al.
In: International Review of Research in Open and Distance Learning, Vol. 19, No. 5, 01.01.2018, p. 22-36.Research output: Contribution to journal › Article › peer-review
}
TY - JOUR
T1 - How MOOC-takers estimate learning success
T2 - Retrospective reflection of perceived benefits
AU - Sablina, Svetlana
AU - Kapliy, Natalia
AU - Trusevich, Alexandr
AU - Kostikova, Sofia
PY - 2018/1/1
Y1 - 2018/1/1
N2 - Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion. The aim of this study was to investigate the perceived benefits as the measurement of learning success. Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full. By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations. University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks. The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers.
AB - Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion. The aim of this study was to investigate the perceived benefits as the measurement of learning success. Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full. By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations. University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks. The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers.
KW - Massive open online courses
KW - MOOCs
KW - Narrative inquiry
KW - Online learning
KW - Perceived benefits
KW - Qualitative research
KW - Success
UR - http://www.scopus.com/inward/record.url?scp=85057358980&partnerID=8YFLogxK
U2 - 10.19173/irrodl.v19i5.3768
DO - 10.19173/irrodl.v19i5.3768
M3 - Article
AN - SCOPUS:85057358980
VL - 19
SP - 22
EP - 36
JO - International Review of Research in Open and Distance Learning
JF - International Review of Research in Open and Distance Learning
SN - 1492-3831
IS - 5
ER -
ID: 18185126