Effective eLearning through MOOC: Lessons learnt in ...

Gamage, D. et al. (Eds.) (2014). Proceedings of the 22nd International Conference on Computers in Education. Indonesia: Asia-Pacific Society for Computers in Education

Effective eLearning through MOOC: Lessons learnt in selecting a MOOC Dilrukshi GAMAGEa*, Shantha FERNANDOb & Indika PERERAc a,b,c

Department of Computer Science Engineering, University of Moratuwa, Sri Lanka

Abstract: eLearning is revolutionizing with the technology and pedagogy used in Massive Open Online Courses (MOOCs). It is transforming eLearning in various aspects. Typical eLearning users’ perceptions are changing after participating in MOOCs courses. The users around the world are connecting through MOOCs by collaborating and corporate learning. There is a rising problem as understood by revealing the statistics of higher dropouts in the MOOCs than those who succeed to learn out of it. Apart from higher dropouts, it was found there have been many MOOCs introduced to the community within two years of period. However not all the MOOCs meet the goals of learner or provide effective learning. Hence it is important to identify what is required in order to succeed in elearning . Any MOOC will not be effective to user, however if the user is aware of the factors influencing to an effective MOOC, the learning will be effective. In this research author attempted to explore the reasons to the problem from the participants perspective. Hence in this research, author as an active MOOC participant for a period of 2 years in 16 attempted courses with 5 different platforms gathered and analyzed data from interviews, observations of students’ behaviors’ using Grounded theory. The research found 10 dimensions affect to an effective learning to take place in MOOC. It is mainly the 1.Interaction, 2.Collaboration, 3.Motivation, 4.Network of Opportunities/ Future directions, 5.Pedagogy, 6.Content, 7.Assesment, 8.Usability, 9.Technology, 10.Support for Learners. Careful attention in the dimensions mention will increase the users’ sustainability in the MOOCs. The results will be a benchmark and a guide to any MOOC user or MOOC developer attempting to produce or participate in an effective eLearning experience. Keywords: Massive Open Online Course, MOOC, effectiveness, eLearning, eLearning Participants

1. Introduction Massive Open Online Courses (MOOCs) are the trends in emerging practices in eLearning. They are often challenging and changing the culture of learning and teaching. MOOC is an open eLearning concept where any interested participants attend and access courses and materials free of charge. This leads thousands of participants signing up to MOOC courses every day. At the same time numbers of MOOC providers increase due to the demand and interest towards the highly emerging concept. According recent literature MOOC was buzzing since 2012 and attract widespred attention. Some recently emerging MOOCs are edX,Udacity, FutureLearn, Open2learn, Udemy, NovoEd, Iversity and Coursera. Coursera was developed incoporated partnerships of 62 world class universities led by Stanford University (Daniel, 2012). In a typical MOOC course sometimes enrollments are between 40,000-100,000 students of whom only 50 to 60 percent return for first lecture. Only 15-30 percent of students who watch the lecture and submit the assignemnt for grading. Only 5 percent of the total corwd gets the staments of acomplishments (Koller, Ng, Do, & Chen, 2013). There have been researches in exploring the reasons for the dropouts in MOOCs but the significant researches to find the effective MOOCs are yet to emerge (Chamberlin & Parish, 2011). Even though MOOCs have been widely accepted, they are still learning the needs of the participiants. Catering to the needs of the participiants are very important as it is one of the main reason for low student retention (Clow, 2013; Lewin, 2013). It is the responsibility of acedemic commuity to clear the path for an effective learning through this phenaominal change of education with MOOC. As it ripes through the time, problems occure, we as a part of MOOCs community should work to find solutions to the developing problems. Working

towards this direction, as active users in MOOCs community we explore an important problem caused by many platforms entering to the community. Participiants are yet to adapt themselves to the MOOCs platforms and the new concepts. With the little they know about MOOC, selecting the right platform and learning effectively from it is often challaging. Selecting the right platform would reduce the time and effort in learning. This research will explore the Brigding the gap between learners needs leading to effective learning will be explored in this research. Our research is unique as we incoporated Grounded theory method to expolre the dimensions that users see as important factors to provide an effective learning expereince via MOOC. The Grounded theory was introduced by Glaser (1967). It is a powerful theory to identify social aspects of research. In this research we understood the behavioral processess that lead to students choices. We took causal perspective of grounded theory to provide the overal deep view of a novel phenomina. This phenomina helps students to desice effective MOOC platforms and at the same time MOOC platforms can use it as a benchmark to increarse the effectiveness in proving a better learning experience. In this paper, first we idenfy the related work towards identifying problems of MOOCs and worked through Grounded therory methods to find the solution. As a result we revealed 10 dimensions which will affect to an effective MOOC platform as per students view. Finally we discuss the criterias in the dimensions and conclude with further remarks.

2. Background of the study A higher dropout in MOOCs is a problem and it has been researched to identify the reasons to dropouts and find solutions. According to Wang ( 2013), three major areas affect students to retain in MOOC. Those were explored under social and cognitive perspectives, namely lack of self-efficacy, lack of self-regulation and lack of self-motivation. However another research claims dropping out is often challenged by different viewpoints and suggested that it is merely failing to achive personal aims (Liyanagunawardena, Patrick, & Williams, 2014). Nevertheless student retention problem was researched by Cormier & Siemens (2010) & Russell, et al.,(2013). It was to identify “from where the key values of a course in a education system comes” and at the same time Mackness, Mak, & Williams ( 2010) states about the question of how to design a course which will provide satisfaction to the participiants. More researches on this directions, Masters (2011) discuss how the roles of instructor have changed while Xu & Jaggars (2013) examine the extent to which students performe in online & face to face situations. However MOOCs represent latest technology opportunity where the potential pedagogycal impact need to be researched (Fox, 2013). We used Grounded theory in order to identify the latest dimensions in students’ perspective of MOOCs effectiveness. It is mainly due the fact that Grounded theory investigates the actualities in the real world and analyses the data with no preconceived ideas or hypothesis (Glaser & Strauss, 1967). In other words, grounded theory suggests that theory emerges inductively from the data (Chesebro & Borisoff, 2007). Though it can be used in different types of research, grounded theory is often adopted to formulate hypotheses or theories based on existing phenomena, or to discover the participants’ main concern and how they continually try to resolve it (Marshal A M, vol. 13, no. VI, pp. 522-526., 1996).

3. Methodology This research conducted using a qualitative design Grounded theory. In this qualitative study design authors aim was to understand the eLearning culture in MOOCs which will focus on individuals live experience of events. It is important to understand the depth of social reality, contextual importance in the new web.2.0 era. In qualitative method, researcher is involved in every step listening to human needs, responsive and adaptive to explore what actually the users in eLearning finds as effective between different MOOCs (Strauss & Corbin, 1994). Studies based on Grounded theory begin with open questions and researchers presume that they may know little about the meaning that drives the actions of their participants. In this case, we sought to learn following from participants in many MOOCs or open learning environments. Figure 1 explains the steps taken in order to conduct the research.

o o o

Which MOOC is effective to the learner Why it is effective What do students in massive learning environments see as effective to the learning.

We seek answers to a practical problem, which the student retention fails due to the fact many MOOCs do not meet the learning goals effectively. At the same time there are number of MOOC providers to choose where each has different level of effectiveness to learn.

Open beginning & Broad research problem

Initial Purposive Sampling

Data Analysis- Memo writing

Theoretical Sampling

More depth questions in interviews and observations focusing codes

Yes

If

Interviews & Observations

Data Analysis- Coding

Theoretical Situation point

No

Building theoretical Model Figure 1: Steps taken in this research using Grounded theory

In order to conduct this research, the very first initiated questions were open ended and focused on the social aspect and the back ground of the study. Few Initiated Questions were as follows – • • • • • •

What courses do you study in MOOC ? How do you manage your life while participating courses in MOOC ? What is you general view of the courses you have taken ? What are your likes and dislikes in these courses in MOOCs ? Which features in MOOC provided an effective learning experience ? Why do you say its effective ?

3.1 Sampling Generally in Grounded theory, students are characterized by the theoretical sampling. However to proceed theoretical sampling, it requires some data to collected and analyzed. Thus initiated with purposive or judgment of the researcher. The total participants in all the MOOC platforms as at now provided the population to our study. Some of the platforms are namely Coursera, edX, Udasity, NovoEd, Udemy, Iversity, future learn, Open2Learn ect. For instance 2 million users from more than 196 countries enrolled in at least one course (Bremer & Weiss, 2013). We used different sampling techniques during this research and often used judgmental or purposive sampling. In our judgmental sampling, we selected MOOC users who have been very active at least for a period of 6 months as we would obtain highly productive answers from them.

3.2 Data Collection In order to forming the theories grounded on data, the author as a participant, taken 16 MOOC courses from 5 different MOOC platforms (Coursera, Udasity, NovoEd, edX, iversity) in a 2 years period of time. Data was collected and gathered through observations on forum postings, social media postings, formal and informal interviews and beyond that author selected few very active users in every platform and connected with them informally and spent time apart from the course to observe the livelihood of an active user. The author started to build relationships with students during the courses in order to gather data. At least one course was selected from 5 platforms. Initially data gathered observing the problems they face in platforms, how students react to the problems, what do they post in forums, what are the threads consists of inside the course and also outside the course via social media and Coursetalk( a network of sharing information reviews of courses). Then we selected students which contribute to the course very actively. Generally the active students are those who submit assignment, take quizzes and contribute to the forum much more than an average student.

3.2.1 Initial Interviews At least 30 mints in depth interviews were designed with 1 participant or a group of participants. Though the interviews were semi structured, we provided casual movements as not to restrict the open answers. All the interviews were conducted via skype or Google hangouts. Participants were varied from countries such as US, Europe, India, Egypt and Mexico.

4. Data Analysis 4.1 Coding In any qualitative research based on Grounded theory, it is essential to code the raw data where the researcher could focus on the exploration. According to Charmaz (2006), coding is bridging between collected raw data and developed emergent theory to explain those data. Through the coding process, it is able to define and begin to explore the connections and the relationships in a meaningful manner (Charmaz, 2006). The coding occurred in stages; in the initial coding process the author gathered many ideas as possible inductively from early data. In focus coding, the researcher will select some central coding & explore a meaningful pattern from the entire study based on the selected codeines. In order to select such central codes, the researcher required to take decisions about which codes will contribute more in providing a meaningful relationship or which is very important & contribute more to the study. After the initial coding the researcher will refine the found categories ,dimensions and factors in their theory & identify the relationship to one another. This process was initially introduced and carried in the research carried out by Glaser (1967) and also lately was emphasized by Charmaz(2006) to improve the actions to produce codes where it reduces the time and improve the quality of the findings. In that way the data will be more similar to codes and support theory efficiently (Glaser, 1967; Charmaz, 2006). In this research we developed a framework of codes in order to categorize the raw data collected from interviews & observations. Table 1 elaborate few of the findings. The initial emphasize was to identify the user conceptions after participating a course in MOOC platform. It also highlight on the ground where what kind of behaviors as they did or thought to produce their goals to learning from the MOOC platforms. After the initial codes, our research landed in focus codes where it will group the evidence of what students refer to as an effective eLearning. In our initial findings we realized the students were behaving such that they would seek for more engagement in a course, encouragement to study, better multimedia content to study and better way to assess the mastery of the concepts taught.

Table 1:Coding Process Raw Data “….I study many of the Social , engineering and Computer science subjects, there are heavy work load sometimes , its hard to keep up and mange if you enroll too many courses.. but I prefer lectures which provide good information upto day….” “…I always like to have talking to other Students, ask some questions in the forum, I like people answering my threads, it keeps me alive and feel like I am engaged..” “..Sometimes it boring as we have only quizzes to check the mastery of the material..”

Initial Coding Focus Codes Interesting and up to day Lecture Provide effective Slides , material Resources and Teaching material

To be able to communicate and How users engage each other express feelings like in a real class

Check Mastery level in the course

Evaluation/Assessment of the course

4.2 Taking Memos Throughout the study we were writing extensive case based memos & conceptual memos. After each interview the case based memo was written. It describes the summary of the interview. This was carried out with a particular participant or group of participants. Then we built a conceptual memo in trailing a concept from processed students’ findings and based on the case based memo. At the end of data collection & analysis of initial codes with the participants, we developed a tentative conceptual model where we kept on adding the dimensions and further categorizing the dimensions which found as influence more.

4.3 Theoretical sampling with ongoing data analysis Theoretical sampling is central to the Grounded theory. As states by Bryant (2007), a theoretical sampling is performed by coding, comparison and memo writing. It is design to serve the developing theory (Bryant & Charmaz, 2007). The analysis or the researcher in this case, raises questions, suggest relationships and models, highlight gaps in existing data and reveal what researcher did not yet know and what sort of questions that need to pay attention . We already described the initial sampling derived purposely from the population. Our population is the total participants in the MOOCs. Our sample was initially gathered from students in Coursea and with evolving time edX, NovoEd, Iversity, Udasity students were selected. After the initial data collection & analysis, we practiced theoretical sampling to determined which kind of participants next and what kind of questions to interview and what kind of data to observe deep. At this time we have understood that the students were more describing the fact that they very much value the engagement with the wide range of other participants in their courses. They were explaining the values of the MOOC platforms they participated, which brought 7 key focus codes described in Table 2.

Table 2:Key focus codes. Focus Code 1. How users engage

2. The Technology support 3. The way the course arranged 4. Motivation to do the course 5. Usability of the whole system 6. Slides , resources, teaching material 7. Evaluation of the course

Description How they talk communicate keep them engage with peers, Material/Content, Instructor How was the introducing new technology changed the eLearning perception Manner that course was designed to support the needs of the user How motivated the student to take courses online Is it user-friendly to access the platforms and media Do the system or the platform accommodate users needs and support How the evaluation of courses carried out

But we did not realize some students conceptualize or desired to have features as effective to the platform. Those concepts arised at the time they really participated in a course and felt effective as if they have in integrated in a particular MOOC they study. In that occasion, we added the questions of the interviews focusing on what would they desire or conceptualize features, which could bring more effectiveness to the MOOC. We conducted the questions until we found a course which really supports the claim. Then we focus more deep into the feature and ask questions from the participants who experienced it. For an example students were unclear about the benefit directly from the participation of the courses in MOOC. Many of the students happen to participate merely to improve their knowledge and as a result of that it could benefit in their daily chores or to the institution they work. It is mainly because as at now there is not any standard recognition or accreditation on the MOOC courses. Nevertheless Entrepreneurship 15.390X offered in edX platform changed it as introducing bridges between the course and the real world industry by third party platforms (i.e., Coursolve). It introduced a new direction to our focus code model. At the same time we identified when students states about the engagement, the activities could well explained by Interactivity and Collaborativeness. Importance of Interactivity in eLearning found in Gamage & Fernando (2013) which states when there is an increase of interactivity, effectiveness expected to be increased.

4.4 Theoretical coding After the defining focus codes in theoretical sampling, our approach was to process theoretical coding. We finished the major focus codes, which contributed to describe majority of data. At this time our study researched theoretical saturation. This often interprets as the situation when researcher does not hear anything new from the participants (Charmaz, 2006). Table 3 describes the theoritical codings. Table 3: Theoretical codes. Key Dimensions 1.Technology

2.Pedagogy

3. Motivation

Factors supports to dimension HW support SW support Media & Mode of delivery Student interaction with faculty/ tutors/ students Learning pace Methodology followed by lecturers design Attention Relevance Confidence Satisfaction

4.Usability

5.Content/ Material 6.Support for Learners

7.Assesment

8.Future Directions

9.Collaboration

10.Interactivity

interface design learning environment navigation feedback Relevancy Updated Rich collaborative information Psychological and social support for students Administrative support Student complaints procedure Martial assessment Collaboration assessment Periodic course/program evaluation by various means Periodic review of faculty/staff performances Evaluation of student satisfaction levels Regular review of student achievements Recognize by the industry Direct to opportunities Expose to other Networks With learners With instructor’s With Faculty With peers, Material/Content, Instructor

4.5 A substantive theory for effectiveness in MOOC The results of Grounded theory study are express as a substantive theory that is a set of concepts related to each in cohesive manner. In our theory, we fleshed out each major code, examining the situation which they occurred and why it occurred. At the same time of writing we researched theoretical saturation where we were able to cover the aspects of effectiveness according to student participants perspective. We did the diagram of design, written memos, rigorously searched the dimensions which not covered to eLearning. Our theory of 10 dimensions affecting to effective eLearning related to one another in cohesive manner, now accounts adequately for all the data we have collected. We have presented the developing theory to very active MOOC participants and found it was accepted and resonated the dimensions. Figure 1 represents the model where it will illustrate the affection to effectiveness in eLearning through MOOC.

Interaction

Pedagogy

Collaboration

Motivation

Content / Material Usability

Effectiveness In MOOC

Technology

Assessment

Support for Learners

Network of Opportunities & Future directions

Figure 1. Theoretical Model of Effective MOOC 5. Discussion & Recommendations We provide an answer to the main research problem, “what are the effective features when deciding a MOOC to learn?” In this research we found that initially students valued level of engagement with course and participants were important to a successful learning outcome. We further analyzed the engagement was varied with different level. Mainly the students seek interaction between other students, content and also the instructor. These interactions triggered collaboration and Motivation to study which was then found as effective in learning from MOOC. Students were stating that many MOOC providers do not pay attention to the level of collaboration, where most of them tried to cover the interactivity part. In the revolutionizing education, it is very essential that participants learn from each other than just learning from a guided curricular (Sadler & Good, 2006). In our research, we revealed the fact as students disclosed much interest in learning from each other. “… I like peer graded assignments, it is a very good way as I get to see how others have done the same assignment, what are their way of exhibition the knowledge. What I can learn from it…” Many MOOC courses lacked the team work or group work which was found highly effective in any learning (Sinha, 2014). Often MOOC platform do not support group work or teamwork in a systematic manner, but many of individual Instructors/professors are attempting to produce group work with the help of third party platforms. The students from NovoEd(www.novoed.com) platform were highly engaged and collaborated with teamwork implemented in the team page where the learning took place while working together as a team. They valued the team work assignments and recommended for any course as their behaviors changed to adapt to collaborative learning environment. “…..it is the team work I like, I get a chance to work with diverse team, it is easy to work with the group as we delegate work, learn from each other , specially we get a chance to meet students from various background otherwise for online we would not find such a diverse team..” The participants found careful attention in pedagogy and the assessment as effective to their learning in MOOC. They often claimed some of the courses had only quizzes to assess and they found it as less encouraging as an active learner. They preferred to learn by doing, where the best way to assess is the overall view in the course. It is often an aggregate of a participation in a group work, Material

assessment, helpful peer grading and also students valued the assessments of their motivation to the course as well. At the same time the pedagogical changes took place in MOOC era have many values that students grasped as effective to their learning. Many of the practice is in the way which course conducted has small chunks of videos, end or in middle engages questions and also students often claimed the video presentation style was important as well. We also found an important fact that student’s value, which has not been valued in any occasions earlier. It is the Networks of Opportunities and Directions for future. It is merely not just employment, but they valued the introductions of further groups where they can practice what they learn. It is understood that there is a gap between the learnings and the needs in the industry. Students valued the path to contribute to the needs of the industry. They often complained it is very rare that they get a chance to implement or practice what they learn in a course to a real world. Some courses in the MOOC platforms catered this in many manners, which students found very helpful and effective to their learning. For an example the Entrepreneurship 15.390X , the course offered by Massachusetts Institute of Technology in edX platform bridged the gap of learning to the industry needs by introducing students to take part in the industrial needs publish in a platform (Coursolve.com). In other cases students were directed and introduced the industrial perception of the learnings by live webinars with guest penalties who are key relevant people from industry. It is not common that these effective practices are followed in many MOOC platforms, we in this research found that students highly regard the fact and it is a very important dimension for a learning to be effective. “… I was overwhelmed for the chance I got to execute what I learnt it the 15.390 MIT Entrepreneurship course via edX. In the class we learnt how to identify your customer and in the class offered me a link where I can find industry who is seeking collaborations to similar need ..” The usability of the platform plays a valuable role in effective learning. As the participants point out some of the platforms navigations are difficult to trace and often lacked with usability heuristics (Young, 2014). Many of the participants regarded the easy and simple style of web interfaces and the similar functions attracted and made them easy to navigate through site. Among many of the functionality in the system, assignment uploading, Forum postings, watching video clips, submitting quiz answers were identified as very important to provide a usable framework. At the same time this research found proving help to the students with regard to platform problems were very important and affect to an effective learning. In particular to MOOC the students feel they must have a contact point in the internet where they can request help for platform matters. “…it’s important that I have a contact point to request help as I recall I was unable to submit my assignment due to the network problem where the course platform supported me with the matter after I contacted through the link provided by the platform…”

6. Conclusions We tried to elaborate a detail analysis of MOOC, an emerging phenomenon, which is wide spreading in educational reformations. The number of MOOC providers keeps on rising with the demand for electronic learning. These additional insertions of MOOC platforms cause quality issues with regard to experience by the participants. Hence it was important to identify the factors affecting to an effective eLearning in MOOC platform. Finding the solution to the problem, in this research we explored answers using the methodology introduced by Gaser (1967), the Grounded theory. We found that there are 10 dimensions which a participant value as effective in eLearning. Those are namely interaction, collaboration, motivation, network of opportunity, Pedagogy, assessment, content/Material, Technology, Support for learners and finally Usability. The 10 dimensions found in this research will be a guide and should emphasize by any platform in order to provide an effective learning experience. At the same time it is important to keep identifying the changing patterns of behaviors in students while taking the MOOC courses where it will produce more affecting dimensions which will influence to produce an effective eLearning experience.

Acknowledgements We would like to appreciate the contributions from the students in edX, NovoEd, Udacity, Coursera and iversity, who participated in our interviews & focus groups. Especially the Students who went on extensive interviews for purposive sampling and also the time we spend extra hours to observe the behaviors of eLearning.

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