Engaged learning in MOOCS Julie Wintrup With research team: Kelly Wakefield, Debra Morris, Hugh Davis Funded by HEA

Overview (Brief) background to research Research goals Findings Implications for quality

Background Massive Open Online Courses - Siemens and Downes - cMOOCs and xMOOCs David Willetts: "MOOCS will provide the opportunity to widen access to our world class universities" 2012 FutureLearn BIS 2013: "no discernible business model…” Critical voices… 4

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Student engagement “ student behaviours that are associated with achievement and persistence” Was it going to be a useful concept? 'Satisfaction' levels with MOOCs typically very high...yet 'drop out' high … Consumer, student, learner, lurker? MOOCs as progression route to Higher Education? UK Engagement Survey (UKES) 6

The research goals To explore the responses of people undertaking a MOOC using the UKES: How engaged on different constructs? …when compared to HE UKES results? Any patterns when characteristics taken into consideration? To to seek more in depth accounts of the MOOC experience: How do learners describe their experiences of learning? What can designers and educators learn from their accounts? 7

Southampton's two MOOCs 8

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Findings 1: who were our MOOC learners? 11

6 weeks after course started people completed the UKES survey: 521 from Web Science and 453 from Exploring our Oceans …of the 974, 455 gave demographic data In addition: 1898 people completed FutureLearn's precourse survey 636 completed FutureLearn's post course survey 12

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20% outside UK: 35 countries, 6 continents 18

UKES respondents: employment 19

Findings 2: what did the UKES survey tell us?

About MOOC learners’ engagement with UKES constructs by composite scores (or amounts of engagement)….

Highest / lowest constructs… Highest: Reflective and integrative learning: combining ideas from different parts of the course, connecting learning to prior learning, reflecting Higher order learning: mental activities, analysing ideas, applying facts Engagement with research: methods and results of research Lowest: Collaborative learning

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Differences by characteristic? Those (few) currently in education and/or under 25 reported high levels of engagement Those over 65 and/or retired reported lower levels (except in collaborative learning) Past educational achievement less important except in course challenge (higher level of education = higher sense of challenge)

Comparing the two MOOCs…..

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Comparing MOOC learners’ responses to HE learners’ responses…….

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So UKES survey findings indicate that: Respondents engaged in higher order learning, reflective and integrative learning, and research/methods Many felt intellectually stretched, challenged to do their best work and thought critically Fewer engaged with collaborative learning The 25% who did so ranged in age and educational attainment The small number in education and those under 25 reported high levels of engagement Those over 65 or retired reported lower levels (except in collaborative learning) 35

Findings 3: interview data

Liberating learning: themes from interviews “flexible, fascinating and free : mental stimulation, high quality and no risk / fear of wasting money Feeling part of something: from ‘checking in’ without commenting to midnight chats across the globe; generosity of others; could be lonely Ways of learning: on trains, while cooking etc; high investment of time; most worked systematically through A bit of proof? Only one interviewee interested in a certificate / credit

Implications for high quality learning

Implications for quality UKES responses suggest particular forms of engagement are sensitive to pedagogy and to curriculum design …which influences intellectual and social forms of engagement, and application Variation in expectations, hopes, approaches, styles means guidance and information is necessary MOOCs may offer an alternative form of widening participation to Higher Education given the right conditions 39

Guidance specific to MOOC might be offered that encourages interaction and application to areas of personal interest It might suggest appropriate kinds of activities to support those new to or anxious about social learning with guidance and advice It could usefully suggest ways of applying learning Guidance specific to MOOC that supports and encourages creative / experimental and inclusive forms of interaction. Might include learning / sharing ways to initiate social events online or participation in international online events Encouragement of responsible / professional online behaviours It might signpost when ‘sticking with’ / independent study needed It might suggest ways of applying learning Guidance specific to MOOC that encourages interaction and application of learning, possibly within work and education settings and networks, within and outwith MOOC community Might usefully be supported by advice and guidance on professional use of social media It might suggest both application of learning and independent research on topics of personal interest Guidance specific to MOOC that supports and encourages creative / experimental and inclusive forms of interaction Might include initiating professional network social events online or sharing specialist kinds of knowledge within and outwith MOOC community Personal enjoyment and stimulation might be supported by encouraging personal research and selection of topics Signposting of topics requiring greater independent study to promote ‘sticking with’, deep learning and reflection [c: personal enjoyment] [b: social learning] [d: learning for work / education] [a: studying alone] …learning for personal enjoyment and intellectual stimulation …learning for the achievement of specific work / educational / CPD/ other specific objectives …interested in learning for educational or work enhancement or other specific objectives In this MOOC you may be:…interested in learning primarily for stimulation and enjoyment …learning actively with peers, generating social involvement and contributing actively, posting, offering resources..learning independently, researching own interests, without active social engagement with MOOC peers. You may enjoy reading their posts and following links You may alternate between:

Thank you 41