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Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. – 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Main Library
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Does Formal Credit Work for MOOC-Like Learning Environments?
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- Author(s): Kursun, Engin
- Language:
English- Source:
International Review of Research in Open and Distributed Learning. Apr 2016 17(3):75-91.- Publication Date:
2016- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: [email protected]; Web site: http://www.irrodl.org
- Peer Reviewed: Y
- Source: 17
- Education Level: Higher Education
Postsecondary Education - Subject Terms: Educational Environment; Online Courses; Electronic Learning; Distance Education; Higher Education; Academic Achievement; Statistical Analysis; Online Surveys; Colleges; College Credits; Information Technology; Courses; Noncredit Courses; Access to Information; Electronic Publishing; Foreign Countries; Predictor Variables; Achievement Tests; Comparative Analysis; Research Design; Resource Units; Computer Uses in Education; Shared Resources and Services; Multimedia Materials; Learning Strategies; Questionnaires; Likert Scales
- Subject Terms:
- Subject Terms:
- ISSN: 1492-3831
- Abstract: Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offered academic credit, but recently there has been some attempts to offer course credit for MOOCs or MOOC-like courses. However, whether earning a credit affects students' performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students' achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data were collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing group and non-credit bearing group for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students' online behaviors, such as engagement with online activities and user events on MOOC platforms.
- Abstract: As Provided
- Number of References: 64
- Publication Date: 2016
- Accession Number: EJ1102688
- Availability:
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