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 -