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Published (Version of Record)CC BY-NC-ND V4.0, Open Access
Journal article
The role of gender and employment status in MOOC learning: An exploratory study
Journal of Computer Assisted Learning, Vol.38(5), pp.1360-1370
2022
Appears in Open Access via Read & Publish Agreements
Abstract
Background
Learners in a given massive open online course (MOOC) are usually provided with the same learning materials, guided by the same syllabus, and assessed in the same format. This “one-size-fits-all” approach constrains learners' ability to reap the optimal benefits from online learning.
Objectives
This study aims to characterize learners' differences in MOOC learning. Specifically, it examines how learners might vary in their enrolment motivation and the development of continuance intention to learn in a MOOC because of their gender and employment status.
Methods
Data were collected via a questionnaire survey. Quantitative and qualitative methods were used to analyse data from 664 learners in a Chinese MOOC.
Results and Conclusion
The research revealed significant differences in learners' enrolment motivation across groups defined by employment status, but not for gender groups. Learner groups defined by gender and employment status experienced variant psychological processes when deciding to continue to learn in the MOOC.
Major Takeaways
Working adults stressed the instrumental values derived from MOOC learning; therefore, it is vital to design and integrate additional features into the MOOC to satisfy their needs. Besides, it would be critical to understand female learners' and working adults' expectations of MOOC learning, as they are more sensitive to confirmation in determining their attitudes toward learning in a MOOC. A short pre-course survey of learners' expectations would serve the purpose.
Details
- Title
- The role of gender and employment status in MOOC learning: An exploratory study
- Authors/Creators
- H.M. Dai (Author/Creator) - Shanghai Jiao Tong UniversityT. Teo (Author/Creator) - Murdoch UniversityN.A. Rappa (Author/Creator) - Murdoch University
- Publication Details
- Journal of Computer Assisted Learning, Vol.38(5), pp.1360-1370
- Publisher
- John Wiley & Sons Ltd.
- Identifiers
- 991005540057507891
- Copyright
- © 2022 The Authors
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Collaboration types
- Domestic collaboration
- International collaboration
- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general