File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.edurev.2014.05.001
- Scopus: eid_2-s2.0-84903174776
- WOS: WOS:000341347200004
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs): Motivations and Challenges
Title | Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs): Motivations and Challenges |
---|---|
Authors | |
Keywords | E-learning Massive open online course MOOC Motivation Online learning |
Issue Date | 2014 |
Publisher | Elsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description |
Citation | Educational Research Review, 2014, v. 12, p. 45–58 How to Cite? |
Abstract | Abstract Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students’ work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved – the quality of MOOC education, and the assessment of student work. |
Persistent Identifier | http://hdl.handle.net/10722/211982 |
ISSN | 2023 Impact Factor: 9.6 2023 SCImago Journal Rankings: 3.874 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Hew, KFT | - |
dc.contributor.author | Cheung, WS | - |
dc.date.accessioned | 2015-07-21T02:18:45Z | - |
dc.date.available | 2015-07-21T02:18:45Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Educational Research Review, 2014, v. 12, p. 45–58 | - |
dc.identifier.issn | 1747-938X | - |
dc.identifier.uri | http://hdl.handle.net/10722/211982 | - |
dc.description.abstract | Abstract Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students’ work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved – the quality of MOOC education, and the assessment of student work. | - |
dc.language | eng | - |
dc.publisher | Elsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description | - |
dc.relation.ispartof | Educational Research Review | - |
dc.subject | E-learning | - |
dc.subject | Massive open online course | - |
dc.subject | MOOC | - |
dc.subject | Motivation | - |
dc.subject | Online learning | - |
dc.title | Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs): Motivations and Challenges | - |
dc.type | Article | - |
dc.identifier.email | Hew, KFT: kfhew@hku.hk | - |
dc.identifier.authority | Hew, KFT=rp01873 | - |
dc.identifier.doi | 10.1016/j.edurev.2014.05.001 | - |
dc.identifier.scopus | eid_2-s2.0-84903174776 | - |
dc.identifier.hkuros | 244502 | - |
dc.identifier.volume | 12 | - |
dc.identifier.spage | 45–58 | - |
dc.identifier.epage | 45–58 | - |
dc.identifier.isi | WOS:000341347200004 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 1747-938X | - |