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.

摘要

本研究旨在 (1) 调查针对态度学习成果的大规模开放在线课程 (MOOC) 的不同动机和观点；(2) 根据学习者感知到的学习态度对学习者档案进行分类。来自三个 MOOC 的 796 名学习者参加了一项作者制定的调查，该调查衡量认知、情感和行为学习、入学目的、学习活动和课程满意度方面的感知学习收益。潜在概况分析提出了一个三方面的解决方案：认知参与（n = 426, 53.5%）、总体高度参与（n = 334, 41.9%）和行为参与的人(n = 36, 4.6%)。我们发现在招生目的上，个人资料之间没有显着差异；然而，整体高度参与度档案中的学习者对课程的满意度明显更高，并且认为讲座视频是最有影响力的学习活动，而行为参与度档案中的学习者则重视与讲师的互动。论文的结论是，在 MOOCs 中媒体和其他活动的选择应该慎重考虑和选择，以创造一个更具包容性的学习环境，以更好地满足来自不同背景的学习者的需求和兴趣。