Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis
Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis
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DOI：
10.2196/17318
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发表时间：
2020-07-08
影响因子：
7.4
通讯作者：
Palmgren, Per J.
中科院分区：
文献类型：
--
作者：
Blum, Elizabeth R.;Stenfors, Terese;Palmgren, Per J.
背景资料：大规模开放式在线课程（MOOC）最初的设想是向任何有互联网连接的人提供教育机会。然而，MOOC教育的扩展性被发现有些有限。尽管如此，顶尖大学继续在一些私人平台上提供MOOC，包括许多健康科学领域的MOOC。因此，对在线教育的研究必须包括对MOOC作用的透彻理解。迄今为止，对MOOC参与者的研究主要集中在学习者对课程的评估上。众所周知，MOOC没有达到预期的普遍受众，并且已经获得了关于学习者对MOOC的看法的许多知识。然而，关于学习者自己从参与MOOC中获得了什么的学术研究很少。目标：随着MOOC的持续发展和扩大，学者和开发人员应该通过研究这些课程为参与者提供了什么来意识到MOOC在教育中的作用。本文对一系列MOOC评估研究进行了定性综合，目的是探索MOOC学习者的成果，即学习者自身如何从参与MOOCs中受益。方法：为了探索MOOC学习者的成果，我们以演绎主题分析的形式进行了定性综合，汇总了从现有MOOC评估方法的系统综述中选出的17项研究的结果。我们使用柯克帕特里克模型构建我们的调查，考虑柯克帕特里克水平2，3，和4作为潜在的主题在我们的analysis.Results：我们的分析确定了6种类型的柯克帕特里克的结果在17项研究。其中五项结果（学习/一般知识、技能、态度、信心和承诺）符合柯克帕特里克2级，而柯克帕特里克3级结果涉及行为/应用，见于四项研究。在柯克帕特里克框架之外还确定了另外两个主题：文化和身份成果以及情感/情感成果柯克帕特里克4级在我们检查的成果中没有代表。结论：我们的研究结果表明，MOOC有一些收获。虽然我们可以期待MOOC持续存在，但学习者如何从参与MOOC的经验中受益仍不清楚。
Background: Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners' assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners' perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs.Objective: As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs.Methods: To explore MOOC learners' outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis.Results: Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes Kirkpatrick Level 4 was not represented among the outcomes we examined.Conclusions: Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.