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ABSTRACT
This study aims (1) to investigate the different motivations and perspectives for Massive Open Online Courses (MOOCs) that targeted attitudinal learning outcomes; and (2) to categorise learner profiles in regards to their perceived attitudinal learning gains. Seven hundred and ninety-six learners from three MOOCs participated in an author-developed survey that measures perceived learning gains in cognitive, affective, and behavioural learning, enrolment purpose, learning activity, and course satisfaction. Latent profile analysis suggested a three-profile solution: those with cognitively engaged (n = 426, 53.5%), overall highly engaged (n = 334, 41.9%), and behaviourally engaged (n = 36, 4.6%). We found no significant difference between profiles in enrolment purpose; however, learners in the overall highly engaged profile had a significantly higher level of course satisfaction and perceived lecture videos as the most impactful learning activity, while those in the behaviourally engaged profile valued interactive session with the instructor. The paper concludes that the choice of media and other activities in MOOCs should be carefully considered and selected to create a more inclusive learning environment to better meet the needs and interests of learners from diverse backgrounds.
Acknowledgments
We would like to thank the instructors and learners of the Human Trafficking, US Food System, and Animal Behavior & Welfare MOOCs for their participation in this study. We also thank the editor and anonymous reviewers for their constructive and insightful feedback.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Ji Hyun Yu
Ji Hyun Yu is a Learning Experience Designer of the Center for Academic Innovation at the University of Michigan. Her research interests focus on digital pedagogy, inclusive teaching, online degree program design, learning analytics, and MOOCs.
Sunnie Lee Watson
Sunnie Lee Watson is Associate Professor of the Learning Design and Technology Program at Purdue University. She teaches and conducts scholarly work in the field of information age, learner-centered education. Her areas of research focus on attitude change instruction, information-age educational technology such as MOOCs and PIES, and Critical Systems Theory for qualitative educational research and school change.