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Direct linkZhonggen Yu; Liheng Yu – SAGE Open, 2023
Massive Open Online Courses have become a frequent platform for learners to acquire knowledge. This study aims to explore multiple factors influencing learner retention in MOOCs during the COVID-19 pandemic. To address this, we collected quantitative and qualitative data from questionnaires and qualitative data from interviews and then analyzed…
Descriptors: Students, MOOCs, School Holding Power, Pandemics
Ruth-Elizabeth Minga-Vallejo; María-Soledad Ramírez-Montoya; María-José Rodríguez-Conde – SAGE Open, 2024
In education, technological advances have boosted digital processes that expand training possibilities, such as xMOOCs (eXtended Massive Open Online Courses). The purpose of this study was to analyze the design of the xMOOC in the light of open and collaborative innovation and the social construction of learning. The quantitative method and…
Descriptors: MOOCs, Expertise, Attitudes, Sustainability
Ginting, Daniel; Woods, Ross; Tantri, Niki Raga; Rahayu, Puji Sri; Asfihana, Raida – SAGE Open, 2022
An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teachers a new online learning experience and equip them to master technological applications for teaching English in class. It has not always been easy for facilitators to assist students to complete MOOC programs. This paper sketches how Indonesian…
Descriptors: MOOCs, Foreign Countries, English (Second Language), Language Teachers
Wu, Huashan; Luo, Shujuan – SAGE Open, 2022
As blended learning pedagogy gains an increasing popularity in higher education, there is a need to continually report both students' and instructors' perceptions regarding blended learning in order to generate better learning outcomes. This paper examines how students and instructors perceived the incorporation of MOOCs in students' blended…
Descriptors: MOOCs, Undergraduate Students, English (Second Language), Second Language Learning
Wei, Wei; Yu, Yi; Gao, Ge – SAGE Open, 2022
This study investigates the dynamic pattern of learners' evaluation of their learning experiences on the MOOC platform at different stages. Data include 364 evaluative comments from the large MOOC in Consecutive Interpreting for a period of 15 weeks. The results of MANOVA test suggest that MOOC learners left significantly more comments on four…
Descriptors: MOOCs, Students, Expectation, Learning Experience
Nguyen Thi Thao Ho; Muhammad Ridhuan Tony Lim Abdullah; Hairuzila Bt Idrus; Subarna Sivapalan; Hiep-Hung Pham; Viet-Hung Dinh; Huyen Khanh Pham; Linh Thi My Nguyen – SAGE Open, 2023
This triangulation mixed methods study employed the Technology Acceptance Model (TAM) to investigate the factors affecting continuance intention toward Coursera MOOCs blended learning (CMBL) with undergraduate students at a Vietnamese private higher education institution (HEI). IBM AMOS version 24 was employed, with which Confirmatory Factor…
Descriptors: MOOCs, Educational Technology, Blended Learning, Higher Education
