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Hannah Gore Thesis ORO.Pdf Open Research Online The Open University’s repository of research publications and other research outputs Engagement of Learners Undertaking Massive Open Online Courses and the Impact of Design Thesis How to cite: Gore, Hannah (2018). Engagement of Learners Undertaking Massive Open Online Courses and the Impact of Design. EdD thesis The Open University. For guidance on citations see FAQs. c 2018 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000e257 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk The Open University The Centre for Research in Education and Educational Technology (CREET) Doctorate in Education Programme Thesis Submission Hannah Gore Engagement of Learners Undertaking Massive Open Online Courses and the Impact of Design Word Count: 52,897 (Including References, Excluding Appendices) Hannah Gore Page | 1 Abstract This thesis investigates the low levels of student engagement after registering to study for a massive open online course. To do this, it adopts a mixed methods approach (Gray, 2013) by analysing two large-scale surveys (120,842 and 1,800 responses respectively) and interviewing 12 learners. This was possible because access was given to 76 presentations of 19 MOOCs produced by The Open University on the FutureLearn platform. The aim of this thesis was to answer two research questions. Why do learners engage in massive open online courses (MOOCs), and what elements of the design of MOOCS encourage learner engagement? The analysis of 120,842 survey responses illustrated that learners across all the MOOCs investigated in this study were very focussed on personal interest, regardless of subject. Courses with subject material which focussed upon the future use of technology and educational technology were embarked upon for professional purposes secondary to personal interest. Learners interviewed who had not completed the MOOCs did not see themselves as disengaged but as having achieved their study goals. Learning designs of 19 MOOCs with learner activity and dashboard data from 800,038 enrolments and 425,792 learners were analysed with respect to the second research question. The activity data from 425,792 learners demonstrated they were more likely to engage with comments and to like comments on steps such as articles and videos than on discussion steps. Findings from the performance dashboard data (for example enrolment numbers) and learner activity data, coupled with learning designs, were analysed. From this, high-engagement steps (‘Super Steps’) were identified and isolated for analysis. This study discovered that learners preferred to engage with steps that the learning design framework classified as communicative or assimilative. Learners were more likely to engage with steps that posed questions within their titles, a previously unconsidered element within learning design. Hannah Gore Page | 2 Acknowledgements This thesis is dedicated to my late father who taught me that I could achieve anything, and to my dog who has impatiently waited for me to finish. Hannah Gore Page | 3 Table of Contents The Open University ............................................................................................................................... 1 Thesis Submission ................................................................................................................................... 1 Engagement of Learners Undertaking .................................................................................................... 1 Word Count: 52,897 (Including References, Excluding Appendices) ...................................................... 1 Abstract ................................................................................................................................................... 2 Acknowledgements ................................................................................................................................. 3 Table of Contents .................................................................................................................................... 4 List of Tables ......................................................................................................................................... 10 List of Figures ........................................................................................................................................ 12 Chapter 1: Introduction ........................................................................................................................ 14 1.1 Background ................................................................................................................................. 14 1.1.1 Role of MOOCs in Professional Practice .................................................................................. 15 1.2 The Problem the Study is to Address .......................................................................................... 15 1.3 Context of the Study ................................................................................................................... 16 1.4 Framework of the Thesis ............................................................................................................. 16 1.5 Original Theoretical and Practical Contributions to the Field ..................................................... 17 1.6 Definition of Terms ..................................................................................................................... 19 1.6.1 Engagement ......................................................................................................................... 19 1.6.2 Learner ................................................................................................................................. 20 1.6.3 Learning Design .................................................................................................................... 21 1.6.4 MOOC ................................................................................................................................... 21 1.7 Research Questions .................................................................................................................... 22 1.8 Hypothesis for Definition of Engagement ................................................................................... 22 1.9 Scope and Delimitation of the Study .......................................................................................... 24 Chapter 2: Literature Review ................................................................................................................ 26 2.1 Open Educational Resources ...................................................................................................... 26 2.2 Massive Open Online Courses .................................................................................................... 28 2.3 Informal and Non-formal Learners ............................................................................................. 32 Hannah Gore Page | 4 2.4 Engagement of Learners ............................................................................................................. 32 2.4.1 Engagement outside MOOCs ................................................................................................... 33 2.4.2 Engagement within MOOCs ..................................................................................................... 34 2.4.3 Defining engagement in MOOCs.............................................................................................. 38 2.5 Learning Design for MOOCs ........................................................................................................ 39 Table 1: Learning Design Activities .......................................................... Error! Bookmark not defined. 2.6 Highlighting Gaps in the Literature Review ................................................................................ 45 2.7 Research Questions as a Result of the Literature Review .......................................................... 46 Chapter 3: Methodology ....................................................................................................................... 48 3.1 Epistemological and Ontological Perspectives ........................................................................... 49 3.2 Methodology of Initial Study ...................................................................................................... 51 3.2.1 Development and Execution of Initial Study ........................................................................ 53 3.2.2 Findings from the Interviews for the Initial Study ............................................................... 57 3.2.3 Conclusions of Initial Study .................................................................................................. 58 3.3 Methodology of Main Study ....................................................................................................... 60 3.3.1 Use of Quantitative Methods............................................................................................... 60 3.3.2 Sample Selection .................................................................................................................
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