Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach
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| Title: | Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach |
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| Language: | English |
| Authors: | Hendrikx, Maartje (ORCID |
| Source: | Open Praxis. 2021 13(2):143-159. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Online Courses, Barriers, Educational Technology, Electronic Learning, Foreign Countries, College Students, Interpersonal Relationship, Interaction, Course Content, Technological Literacy, Internet, Time, Family Influence, Student Motivation, Academic Ability, Employment, Environmental Influences |
| Geographic Terms: | Netherlands |
| ISSN: | 2304-070X |
| Abstract: | Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1321441 |
| Database: | ERIC |
| Abstract: | Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions. |
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| ISSN: | 2304-070X |
