Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study
Alamri, Hamdan . 2017
The aims of the study were to investigate learner profiles in a MOOC focused on attitudinal
learning, Science of Happiness, based on learner self-assessment of “happiness” and relationships
with demographics, attitudinal learning gains and preferred instructional activities.
A sequential explanatory mixed methods design was used in the attitudinal
learning survey. The survey assessed cognitive, affective, and behavioral learning, and was
followed by interviews with 12 participants. Latent profile analysis identified two profiles
based on the differences in the levels and trends of happiness reported by learners during
the 10-week course. Results indicated that MOOC learners described different preferences
for exploratory or instructor-directed instructional strategies. Identified implications for
the instructional design of MOOCs for attitudinal learning included recognizing that MOOC
learners often view MOOCs more as entertainment as opposed to formal education.
Therefore, course length, pace, scope, and difficulty should be considered in this light.
Furthermore, supporting varied learner goals and interests, and instructional preferences
are important. Finally, special consideration must also be paid to the design and facilitation
of course discussions.
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