Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction

Authors

  • Sara Shrader Applied Technologies for Learning in the Arts & Sciences, University of Illinois at Urbana-Champaign
  • Maryalice Wu Applied Technologies for Learning in the Arts & Sciences, University of Illinois at Urbana-Champaign
  • Dawn Owens-Nicholson Applied Technologies for Learning in the Arts & Sciences, University of Illinois at Urbana-Champaign
  • Kathleen Santa Ana Applied Technologies for Learning in the Arts & Sciences, University of Illinois at Urbana-Champaign

DOI:

https://doi.org/10.24059/olj.v20i2.596

Keywords:

MOOCs, learning analytics, demographic and participation patterns

Abstract

This paper examines activity patterns, participant demographics, and levels of satisfaction in multiple MOOC offerings at the University of Illinois at Urbana-Champaign from August 2012—December 2013. Using the following guiding questions: “Who are MOOC participants, how do they participate, and were they able to get what they wanted out of the course?” we have uncovered unique patterns of engagement that correlate with certain demographic characteristics. Our analysis employed both qualitative and quantitative methods, and serves as a model for further studies seeking to uncover the significance of participant activity within MOOCs.

Downloads

Published

2016-05-16

Issue

Vol. 20 No. 2 (2016)

Section

Section Two: MOOCs, Psychological Constructs, Communication Behaviors

License

As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.

This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.

Author(s) hold copyright in their work, and retain publishing rights without restrictions