The who, why and what of MOOCs

Abstract

In the area of online learning massive open online courses have attracted much attention in recent years. In 2014, quantitative research into MOOCs is starting to appear but relatively little is known about the learner experience in these environments. This paper reports on an ongoing study involving a mixed methods approach with a multiple embedded case study design which investigates what people bring with them into MOOCs and how they self regulate their learning in these unique environments. A preliminary analysis of data collected in a survey administered to the registrants of a health sciences MOOC confirms what the recent research tells us about who signs up for MOOCs: that they are likely to be young, male, and educated. In particular, individuals enroll with learning intentions other than the traditional trajectory of ‘completion’. The unique characteristics of individuals in MOOCs need be foremost in our mind if we are to better understand effective learning in massive courses.