Perception of Massive Open Online Courses and Its Relationship With Students' Learning Strategies

The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the study examines the perception of MOOCs as threats or challenges and assesses students' learning...

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Bibliographic Details
Published in:International journal of distance education technologies 2025-02, Vol.23 (1), p.1-14
Main Authors: Al Murshidi, Ghadah, Adamovich, Kseniia, Costley, Jamie, Andronova, Ekaterina, Alblooshi, Hamda, Alderei, Ruwaya, Gorbunova, Anna
Format: Article
Language:English
Subjects:
Deep learning
Displays
Educational Practices
Educational Quality
Learning Strategies
MOOCs
Online instruction
Perception
Students
Threat evaluation
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Summary:The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the study examines the perception of MOOCs as threats or challenges and assesses students' learning approaches through the prism of deep and surface learning strategies. Survey data from 389 students enrolled in a MOOC form the empirical basis of the study. Analysis revealed that cognitive appraisal of MOOCs as a challenge is strongly related to the adoption of deep learning strategies. Conversely, perceiving MOOCs as a threat is associated with the use of surface learning strategies, although such strategies display a weaker yet significant relationship with perceiving MOOCs as a challenge. The implications of this research shed light on enhancing the quality of learning experiences and implementing learning strategies in MOOCs. Implementing these strategies can contribute to the improvement of MOOC design and instructional practices, ultimately fostering positive learning outcomes for students.
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.369094