Abstract

This study (N = 427) examined perceived attitudinal learning gains (i.e., cognitive, affective, and behavioral learning) related to the course topic by comparing a self-paced version of a Massive Open Online Courses (MOOC) with a fixed-scheduled version. Independent samples t-tests revealed that those in a self-paced classroom were more likely to perceive higher levels of attitudinal learning gains and satisfaction than those in a fixed-scheduled MOOC. Those enrolling in the self-paced course also identified significantly more diverse reasons for enrolling. Learners in both courses identified course videos as the most impactful instructional component. Implications for the design of self-paced MOOCs are discussed.

Citation

Watson, W.R., Yu, J.H. & Watson, S.L. (2018). Perceived Attitudinal Learning in a Self-Paced versus Fixed-Schedule MOOC. Educational Media International, 55(2), 170-181. Retrieved June 2, 2023 from https://www.learntechlib.org/p/191789/.

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Keywords

• Adult Education
• Attitude Change
• educational technology
• Foreign Countries
• higher education
• Individualized Instruction
• Large Group Instruction
• Learning Activities
• online courses
• Pacing
• student attitudes
• Technology Uses in Education
• Video Technology