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Online Community-Based Practices for Massive Open Online Courses (MOOCs) at Open Universities Australia: A Case Study
Abstract
Free online offerings or massive open online courses (MOOCs) have caused much controversy in the higher education sector. MOOCs are often criticized for having very low completion rates, not contributing much to the development of higher order thinking skills, and lacking academic rigor. This study aimed to investigate the learning elements which would offer students a sense of connection and deeper understanding of concepts by means of online community-based practices. This chapter reports on the findings from surveying 3,000 students that enrolled in free online offerings at Open2Study. Preliminary findings indicated that the learning elements of interaction and complexity rated highest for student motivation and learner engagement within free online offerings.
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