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Learner and instructor-related challenges for learners' engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals.
- Source :
-
Interactive Learning Environments . Aug2023, Vol. 31 Issue 5, p3172-3194. 23p. - Publication Year :
- 2023
-
Abstract
- The present study reviewed papers published in the Web of Science database from 2014 to 2020 in SSCI indexed journals on learner- and instructor-related challenges for learners' engagement in MOOCs based on the Technology-Based Learning Model. The focus is on research design, instructor-related factors that foster and frustrate learner engagement, learner-related engagement hindering factors, and the foci of investigation. In terms of design, quantitative designs were implemented most, followed by mixed method designs. As for instructor-related factors that foster learners' engagement, focusing on learners' SRL skills, learner-learner interaction, intrinsic motivation, and providing timely feedback were mentioned by most studies. As for instructor-related frustrating factors, poor MOOC designs, which lack learner interaction and motivating strategies, instructors' lack of experience, and time for preparation, were identified in a number of studies. As for the learner-related factors which hinder engagement, lack of SRL skills, lack of adequate background skills, and economic barriers were identified as the hindering factors in a number of studies. As for the foci of investigation, motivation/interest, learning strategies, interactions, and engagement are the most identified foci of the studies. A proposed learner engagement MOOC framework, discussion based on the results, followed by implications for future research directions and conclusions are presented. [ABSTRACT FROM AUTHOR]
- Subjects :
- *STUDENT engagement
*ONLINE education
*MOTIVATION (Psychology)
*ECONOMICS
Subjects
Details
- Language :
- English
- ISSN :
- 10494820
- Volume :
- 31
- Issue :
- 5
- Database :
- Academic Search Index
- Journal :
- Interactive Learning Environments
- Publication Type :
- Academic Journal
- Accession number :
- 164943190
- Full Text :
- https://doi.org/10.1080/10494820.2021.1920430