Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
11012552 | The Internet and Higher Education | 2019 | 104 Pages |
Abstract
This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Vitomir KovanoviÄ, SreÄko JoksimoviÄ, Oleksandra Poquet, Thieme Hennis, Pieter de Vries, Marek Hatala, Shane Dawson, George Siemens, Dragan GaÅ¡eviÄ,