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Defining Success in a Language MOOC From Learner Perspectives
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Author(s): Napat Jitpaisarnwattana (King Mongkut's University of Technology Thonburi, Thailand), Pornapit Darasawang (King Mongkut's University of Technology Thonburi, Thailand)and Hayo Reinders (King Mongkut's University of Technology Thonburi, Thailand)
Copyright: 2022
Volume: 12
Issue: 1
Pages: 16
Source title:
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Editor(s)-in-Chief: Bin Zou (Xi'an Jiaotong-Liverpool University, China)and David Barr (Ulster University, United Kingdom)
DOI: 10.4018/IJCALLT.291108
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Abstract
Despite their popularity, there remains a challenge as to how success should be measured in Language MOOCs. Although traditional metrics such as completion rates have often been adopted, they have failed to take into account the fact that learners enrol in LMOOCs with different learning goals. This study examined how success is perceived in an LMOOC on English presentations from learners’ perspectives. Data were collected through 137 questionnaire responses and 22 semi-structured interviews. The quantitative results showed that the majority of learners who completed the course, as well as those who dropped out, thought that they were successful in learning in this LMOOC. Qualitative results showed that course completion was not the primary reason for their perceived success. Rather, they attributed their success to learning specific aspects of the course, language development, applications of the content to their work or study and achieving their learning goals. The authors conclude with suggestions and implications as to how success can be measured in future LMOOC implementation.
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