标题：Heterogeneity of Learners’ Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis
其他标题：Heterogeneity of Learners’ Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis
期刊名称：The International Review of Research in Open and Distributed Learning
印刷版ISSN：1492-3831
出版年度：2020
卷号：21
期号：4
页码：222-237
DOI：10.19173/irrodl.v21i4.4645
出版社：AU Press
摘要：Massive open online courses (MOOCs) have been touted as an effective way to make higher education accessible for free or for only a small fee, thus addressing the problem of unequal access and providing new opportunities to young people in middle and low income groups. However, many critiques of MOOCs have indicated that low completion rates are a major concern. Using a latent class analysis (LCA), a more advanced methodology to identify latent subgroups, this study examined the heterogeneity of learners’ behavioral patterns in a MOOC, categorized them into distinctive subgroups, and ultimately determined the optimal number of latent subgroups in a MOOC. The five subgroups identified in this study were: completing (6.6%); disengaging (4.8%); auditing (4.6%); sampling (21.1%); and enrolling (62.8%). Results indicated this was the optimal number of subgroups. Given the characteristics of the three at-risk subgroups (disengaging, sampling, and enrolling), tailored instructional strategies and interventions to improve behavioral engagement are discussed.
关键词：MOOC;learner behavioral engagement;tailored intervention;latent class analysis
