“How satisfied are you with your MOOC?” - A Research Study on Interaction in Huge Online Courses
Hanan Khalil, Instructional Technology department, Faculty of education Mansoura University, Egypt ; Martin Ebner, Information Technology Services / Department of Social Learning Graz University of Technology, Austria
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This research work investigates the importance and satisfaction on the level of interaction in MOOCs as perceived by learners and instructors. The study is based on data from online students and instructors of MOOCs. Two web-based surveys were used to collect data. The basis of the two surveys is the five-step model for interactivity developed by Salmon (2001). Findings of the survey revealed that students rated the importance of interactions in MOOCs as highly important. However, they reported negatively the availability of many criteria suggested by Salmon. Instructors rated nearly half of Salmon criteria as less important and did not offer them in their MOOCs. In addition, the study revealed that students and instructors rated a high level of satisfaction in MOOCs. In contrast, some students expressed their less satisfaction of interaction because of that lack of instructor’s interaction. As result, some strategies were suggested to enhance instructor interaction.
Khalil, H. & Ebner, M. (2013). “How satisfied are you with your MOOC?” - A Research Study on Interaction in Huge Online Courses. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 830-839). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Eugene Lim & Suyoun Kim, Seoul National University of Science & Technology, Korea (South)
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2100–2105
George Veletsianos, Royal Roads University; Peter Shepherdson
The International Review of Research in Open and Distributed Learning Vol. 17, No. 2 (Mar 01, 2016)
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