Beyond Boundaries: The Role of Learning Types in Shaping MOOC Learner Engagement and Progression

Utilising the ABC Learning Design based on the ABC curriculum design method (Young & Perovic 2016) and the Conversational Framework (Laurillard 2012), specifically the six learning types that underpin that model, eight Massive Open Online Courses (MOOCs) from Coursera or FutureLearn were examined. These MOOCs were selected because they represent a wide range of disciplines, assessment options, and course structures. This paper will demonstrate how the application of various learning types impacts how learners engage with the material, progress through the course, and how it influences their commitment to continue learning (Martin & Bolliger 2018). Additionally, results from this research provide evidence of how the frequency and sequencing of learning types create opportunities for learners to engage with content in a meaningful way. By synthesising the secondary data from pre-course surveys, exit surveys, end-of-course surveys, comment sections, and several other course metrics, including but not limited to the watch-through rates and technical feedback of over 400 videos, course completion, assessment completion, and learner satisfaction, seven key areas of impactful course design were identified and will be explored throughout this paper. These key areas will focus on the following elements of course design (1) quality and duration of videos, (2) balance and distribution of acquisition learning types (3) structure of discussions, (4) effective guidance for exploration activities, (5) balance of assessment and feedback opportunities, (6) utilisation of e-learning tools and plugins, and (7) successfully leveraging the synergies between the learning types in online course design. This empirical research will present evidence on how learning types can be successfully deployed in course design and course design sequencing.