Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts. (January 2022)

• Record Type: Journal Article
• Authors: Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina; Kizilcec, René F.
• Is Part Of: Computers in human behavior. Volume 126(2022)
• Publication Date: 2022-01
• Subjects: MOOC -- Learning design -- Geo-cultural context -- Socioeconomic context -- Persistence; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2021.106973
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: How successful online learners are in achieving their goals varies along geo-cultural and socioeconomic dimensions, as well as with learning design features. Despite diverse enrollments, most online courses adopt a one-size-fits-all design that presents the same learning activities to all learners. We studied how learning design can be adapted to improve learner persistence rate. We leveraged data from ten FutureLearn MOOCs (n = 49, 582) to examine how variation in course activities, such as articles, videos, discussions and quizzes predicted learner persistence. We then assessed the heterogeneity in these associations by learners' geo-cultural and socioeconomic context. Our findings suggest that certain types of learning activities (e.g., discussion) facilitate progress for learners in one context (e.g., Anglo-Saxon), while inhibiting progress in another (e.g., South Asia). This research contributes new insights into the role of cultural variation in learning design preferences and can inform ongoing efforts to create online learning environments that are effective for learners from diverse backgrounds. Highlights: There is no ideal combination of coherent learning activities that work for ALL learners. Certain learning activity types facilitate progress for learners in one context while inhibiting another. Preference for video over text was strong in collectivists, particularly those from the South Asian region. Making MOOC a social learning space supported western learners from affluent economies. Overall data analysis can mask geo-cultural or socioeconomic heterogeneity in the link between learning design and outcome.