A Classification of Barriers that Influence Goal Achievement in Massive Open Online Courses
Maartje Henderikx, Karel Kreijns & Marco KalzOpen University of the Netherlands
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OVERVIEW
• Alternative success measurement in MOOCs• Dynamics of acting out intentions into real actions• Classification of barriers in MOOCs• Conclusion & discussion
DEFINE SUCCESSMOOC success is measured by the number of certificates issued as
is done in traditional education
Scholars agree that due to the exceptional learning circumstances MOOCs should not be compared to traditional education (Huin, Bergheaud, Caron, Codina, & Disson, 2016; Koller, Ng, Do, & Chen, 2013; Liyanagunawardena, Parslow, & Williams, 2014)
Scholars acknowledge that getting the certificate is not the ultimate measurement. Learners may have other intentions (Koller, Ng, Do, & Chen, 2013; Reich, 2014)
MOOC-TAKER INTENTIONS
In an open learning environment, the most important variable in the equation is the individual learner
MOOC Intention to finish
Other intentions
Marine litter ES 62% 38% Marine litter UK 56% 44% Puberbrein 49% 51%
Examples of other intentions:• Finish x number of weeks• Finish most activities in week x and x• Just browse to see what a MOOC looks like• Finish all activities in the last 3 weeks• Etc….
INDIVIDUAL INTENTION
Alternative approach to success measurement
The intention of the individual as a starting point
Focus on acting out intentions into real actions
THE REASONED ACTION APPROACH
FISHBEIN & AJZEN (2011)
Dynamics while acting out intention
Dynamics of acting out intentions – Example 1
Onderwerp via >Beeld >Koptekst en voettekst Pagina 8
Dynamics of acting out intentions – Example 2
Onderwerp via >Beeld >Koptekst en voettekst Pagina 9
Dynamics of acting out intentions – Example 3: Drop-out
Onderwerp via >Beeld >Koptekst en voettekst Pagina 10
DATA COLLECTION
Short questionnaire based on the intention-behavior dynamics state diagram
Request for participation send to 423 MOOC learners
84 MOOC learners completed the questionnaire
INTENTION-BEHAVIOUR STUDY RESULTS
INTENTION-BEHAVIOUR STUDY RESULTS
NON EMPIRICAL CLASSIFICATION OF BARRIERS
Nonempirical classification ofbarriers (Henderikx,Kreijns,Kalz,2017b)
Further research needed
AN EMPIRICAL CLASSIFICATION OF BARRIERS
01
02
Designed a barrier survey; 44 barrier items taken from various scientific studies; 5-point Likert scales ranging from ‘to a very large extent’ to ‘not at all’’ when asking whether these 44 barriers are perceived as real
1618 participants of Spanish MOOCs were invited; 317 respondents à After elimination of outliers, 295 respondents left
EEN INDELING VAN BARRIERES-II
03
04
Extraction method = Principal component analyse, cut off point .4 en Oblimin rotation à Oblimin rotation produced simplest component structure. After investigating various possible solutions, 35 items were kept due to multiple loading or cross-loading > .4 or loading < .4.
The PCA resulted in 4 components + residual category of eliminated items
LOADINGS COMPONENT 1+2
Note: 4 components classification explains 67,7% of the variability
LOADINGS COMPONENT 3+4
Note: 4 components classification explains 67,7% of the variability
A CLASSIFICATION OF BARRIERSN=295
Compo- nent
Label Example items
1 Technical and online learning related skills
Lack of IT skills Lack of typing skills Lack of information literacy skills
2 Social context Feelings of isolation Learning feels impersonal Lack of interaction with students
3 Course design Lack of clear instruction/expectations Lack of decent feedback Low quality course
4 Time, support and motivation
Lack of time Family issues Lack of motivation
Henderikx, Kreijns, Kalz (2018, accepted)
A CLASSIFICATION OF BARRIERS
N=295
Henderikx, Kreijns, Kalz (2018, accepted)
Compo- nent
Label Type Coping level
1 Technical and Online learning related skills
Non-MOOC related
Can be dealt with on a personal level
2 Social context Partly MOOC and partly non-MOOC related
Can be dealt with on both personal and MOOC-level
3 Course design MOOC related Can be dealt with on MOOC level
4 Time, support and motivation
Non-MOOC related
Can be dealt with on a personal level
LIMITATIONS
• Sample of the study only consists of participants who particpated in Spanish MOOCs
• The item ratio 6:1 is acceptable, but a larger ratio provides a more reliable result
• Self reported data which is prone to bias
• The intention of the learner should be taken as a starting point
• Intention-behavior is a dynamical process • A reason for these dynamics is that learners change intentions
and encounter barriers to learning in MOOCs• These barriers are predominantly non-MOOC related
CONCLUDING
THANK YOU FOR YOUR ATTENTION