開放與遠端教育/MOOC 學習者

MOOC 是線上課程，任何擁有網際網路訪問許可權的人都可以參加^[1]。到 2015 年，已有超過 3500 萬學習者註冊了至少一個 MOOC^[1]。根據郭 & Reinecke^[2] 的說法，MOOC 學習者擁有不同的文化背景、線上經驗、教育水平、動機和參與 MOOC 的原因。

MOOC 學習者是誰

Christensen 等人 (2013)^[3] 報告稱：“MOOC 學生的教育水平非常高：83.0% 的學生擁有大專學歷（2 年或 4 年），79.4% 的學生擁有學士學位或更高學歷，44.2% 的學生擁有學士學位以上的教育程度。” Despujol 等人 (2014)^[4] 在他們的研究中顯示，56% 的參與者是男性，而 44% 是女性。62.4% 的參與者有工作，13% 的參與者失業或退休^[3]。在美國、印度和英國，edX 首年報告中註冊人數最多^[5]。擁有大學學位的人從 MOOC 中獲益最大^[6]。不幸的是，MOOC 無法為來自發展中國家的弱勢學生提供支援^[7]。

MOOC 學習者的動機

在 MOOC 中，動機在學習者如何參與和完成課程中起著至關重要的作用^[8]。一個足夠積極的學習者可以克服學習的壓力，並運用適當的技能成為獨立的學習者^[9]。Zheng 等人 (2015) 確定了學生參加 MOOC 的四種動機類別。第一個是滿足當前需求。那些有壓力完成學校課程的學生會選擇 MOOC 來幫助他們快速理解學校課程的內容。或者學生希望學習更多，因為學校課程無法滿足他們的需求。第二個是為未來學習。有些人選擇學習 MOOC，因為他們有強烈的意願來提升他們未來的就業能力。第三個是個人興趣。學生對 MOOC 的好奇心吸引他們參加開放課程。最後一種動機是與人建立聯絡。尋找擁有共同興趣的同伴是讓學生報名參加 MOOC 的最後一種動機。

MOOC 學習者的參與和自主性

近年來，最受歡迎的 MOOC 課程的成功率表明，許多學習者僅僅學習了幾周就退出了課程^[10]。根據 Katy Jordan 的資料^[10]，MOOC 的平均完成率低於 7%。在另一項研究中，在 841,687 名註冊哈佛大學和麻省理工學院課程的學生中，只有 5% 的學生獲得了證書^[11]。總的來說，高輟學率是所有 MOOC 提供者面臨的挑戰^[12]。另一方面，對於學生來說，即使他們多次重修，也無法完成一個 MOOC，他們會感到失望^[13]。Zheng 等人 (2015)^[13] 得出結論，與留存問題相關的八個因素：MOOC 比他們最初預期的花費了更多時間；課程內容太難理解；由於其他一些事情，缺乏繼續課程的時間；缺乏完成免費課程的壓力；沒有社群感；遇到了負面的社會影響；需要在註冊後等待很長時間才能報名參加課程；一旦他們學到了想要學習的東西，就退出了課程。

完成 MOOC 需要學習者高度的自我自主性來保持他們的高動力^[1]。根據實證研究，具有較高教育背景的學習者擅長自我調節學習 (SRL)^[14] 技能，從而擁有較高的完成率^[15]。因此，提高 SRL 能力是提高學習者參與課程的有效方法。此外，MOOC 提供者有責任建立工具來支援學習者的學習，而不僅僅是作為知識的儲存庫^[1]。

↑ ^a ^b ^c ^d Jivet, I. (2016). The Learning tracker: a learner dashboard that encourages self-regulation in MOOC learners.
↑ Bayeck, R. Y. (2016). Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups. Open Praxis, 8(3), 223-233.
↑ ^a ^b Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phenomenon: who takes massive open online courses and why?.
↑ Despujol, I. M., Turró, C., Busquéis, J., & Cañero, A. (2014, October). Analysis of demographics and results of student's opinion survey of a large scale mooc deployment for the spanish speaking community. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-8). IEEE.
↑ Ho, A. D., Reich, J., Nesterko, S. O., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. (2014). HarvardX and MITx: The first year of open online courses, fall 2012-summer 2013.
↑ Dillahunt, T., Chen, B., & Teasley, S. (2014, March). Model thinking: demographics and performance of MOOC students unable to afford a formal education. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 145-146). ACM.
↑ Kalman, Y. M. (2014). A race to the bottom: MOOCs and higher education business models. Open Learning: The Journal of Open, Distance and e-Learning, 29(1), 5-14.
↑ Kizilcec, R. F., & Halawa, S. (2015, March). Attrition and achievement gaps in online learning. In Proceedings of the Second (2015) ACM Conference on Learning@ Scale (pp. 57-66). ACM.
↑ Simpson, O. (2008). Motivating learners in open and distance learning: Do we need a new theory of learner support?. Open Learning, 23(3), 159-170.
↑ ^a ^b Rai, L., & Chunrao, D. (2016). Influencing factors of success and failure in MOOC and general analysis of learner behavior. International Journal of Information and Education Technology, 6(4), 262.
↑ Bruyn J. de. (August2014). Wake Tech Beats Harvard/MIT in MOOC Completion Percentage. [Online]. Available: https://www.bizjournals.com/triangle/news/2014/08/05/wake-tech-beats-harvard-mit-mooc-completion.html
↑ Chea, C. C. (2010). Benefits and Challenges of Massive Open Online Courses. Cancer, 8(911724993), 16-23.
↑ ^a ^b Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015, February). Understanding student motivation, behaviors and perceptions in MOOCs. In Proceedings of the 18th ACM conference on computer supported cooperative work & social computing (pp. 1882-1895). ACM.
↑ Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In Self-regulated learning and academic achievement (pp. 1-25). Springer, New York, NY.
↑ Guo, P. J., & Reinecke, K. (2014, March). Demographic differences in how students navigate through MOOCs. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 21-30). ACM.

[:0-1] Jivet, I. (2016). The Learning tracker: a learner dashboard that encourages self-regulation in MOOC learners.

[2] Bayeck, R. Y. (2016). Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups. Open Praxis, 8(3), 223-233.

[:1-3] Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phenomenon: who takes massive open online courses and why?.

[4] Despujol, I. M., Turró, C., Busquéis, J., & Cañero, A. (2014, October). Analysis of demographics and results of student's opinion survey of a large scale mooc deployment for the spanish speaking community. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-8). IEEE.

[5] Ho, A. D., Reich, J., Nesterko, S. O., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. (2014). HarvardX and MITx: The first year of open online courses, fall 2012-summer 2013.

[6] Dillahunt, T., Chen, B., & Teasley, S. (2014, March). Model thinking: demographics and performance of MOOC students unable to afford a formal education. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 145-146). ACM.

[7] Kalman, Y. M. (2014). A race to the bottom: MOOCs and higher education business models. Open Learning: The Journal of Open, Distance and e-Learning, 29(1), 5-14.

[8] Kizilcec, R. F., & Halawa, S. (2015, March). Attrition and achievement gaps in online learning. In Proceedings of the Second (2015) ACM Conference on Learning@ Scale (pp. 57-66). ACM.

[9] Simpson, O. (2008). Motivating learners in open and distance learning: Do we need a new theory of learner support?. Open Learning, 23(3), 159-170.

[:2-10] Rai, L., & Chunrao, D. (2016). Influencing factors of success and failure in MOOC and general analysis of learner behavior. International Journal of Information and Education Technology, 6(4), 262.

[11] Bruyn J. de. (August2014). Wake Tech Beats Harvard/MIT in MOOC Completion Percentage. [Online]. Available: https://www.bizjournals.com/triangle/news/2014/08/05/wake-tech-beats-harvard-mit-mooc-completion.html

[12] Chea, C. C. (2010). Benefits and Challenges of Massive Open Online Courses. Cancer, 8(911724993), 16-23.

[:3-13] Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015, February). Understanding student motivation, behaviors and perceptions in MOOCs. In Proceedings of the 18th ACM conference on computer supported cooperative work & social computing (pp. 1882-1895). ACM.

[14] Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In Self-regulated learning and academic achievement (pp. 1-25). Springer, New York, NY.

[15] Guo, P. J., & Reinecke, K. (2014, March). Demographic differences in how students navigate through MOOCs. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 21-30). ACM.

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