Research Identifies Factors for Deeper Learning and Engagement in MOOCs
New research from Xiaomei Wei explores the elements that contribute to student engagement and deep learning in massive open online courses (MOOCs). The study addresses the challenge of low completion rates often observed in MOOCs, which frequently do not align with the broader goals of large-scale online education. Wei's dissertation proposes that learner autonomy, social engagement, and well-designed course tasks are crucial for fostering more effective learning outcomes, accounting for the varied backgrounds and objectives of students.
Many participants in massive open online courses (MOOCs) do not complete them. This trend presents a significant challenge to the overarching goals of large-scale online education, especially given the diverse backgrounds and learning objectives of students.
Xiaomei Wei's dissertation research investigates the factors that sustain student engagement and facilitate deep comprehension of course content within MOOC environments. The study suggests that online courses promote deeper learning when there is a strong connection between learner autonomy, social engagement, and robust course tasks.
Wei is scheduled to defend her dissertation on June 25 at Leiden University.
(Source: Phys.org)
