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Creating a sticky MOOC

TitleCreating a sticky MOOC
Publication TypeJournal Article
Year of Publication2016
AuthorsOakley, B., Poole D., & Nestor M. A.
PublisherOnline Learning
Volume20
Issue1
Pagination1-12
Date Published03/2016
ISSN2472-5730
KeywordsMOOC participation, MOOC success, MOOCs, popular
Abstract

Learning How to Learn, a MOOC from UC San Diego, is one of Coursera’s most successful offerings; in its first year, nearly one million learners enrolled in the course. As a result of its high student satisfaction levels (4.55 on a 5-point Likert scale) and the persistence of strong student interest in the course, it is worth examining the course’s dynamics more closely in an effort to tease out its sources of satisfaction and popularity. For this paper, we used students’ responses to an open-ended question to develop a list of potentially important “stickiness” features. A subset of students enrolled in the third session of Learning How to Learn then rated their overall satisfaction with the course and the extent to which each feature contributed to their persistence in the course. Three primary factors suggested by a factor analysis of stickiness items correlated most highly with course satisfaction: Instructor Quality, Conceptual Clarity/Importance, and Format. A description of the course creation process explains how these factors were achieved through the use of metaphor and analogy, instructor interactions with the graphics, the use of motion to maintain students’ attention, tight scripting, a relaxed presentation demeanor, volunteer TA support, and relevant yet occasionally humorous quizzes.

URLhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/731
DOI10.24059/olj.v20i1.731
Rights

Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Refereed DesignationRefereed
AttachmentSize
731-3988-1-PB.pdf530.2 KB
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