COMPARATIVE STUDY SPOC VS. MOOC FOR SOCIO-TECHNICAL CONTENTS FROM USABILITY AND USER SATISFACTION.
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| Title: | COMPARATIVE STUDY SPOC VS. MOOC FOR SOCIO-TECHNICAL CONTENTS FROM USABILITY AND USER SATISFACTION. |
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| Authors: | de CARVALHO JUNIOR, Giovani Lemos1 giojr@uvigo.es, ROBLES, Daniel Cebrian2 dcebrian@uma.es, de la SERNA, Manuel Cebrian2 mcebrian@uma.es, RIVAS, Manuela Raposo1 mraposo@uvigo.es |
| Source: | Turkish Online Journal of Distance Education (TOJDE). Apr2019, Vol. 20 Issue 2, p4-20. 17p. |
| Subject Terms: | *Online education, *School dropouts, *Academic achievement, *Educational innovations, *Educational technology |
| Abstract: | According to literature, usability and user satisfaction directly influence learning achievement. However, few studies address those elements in MOOCs (massive open online courses). Relevant questions such as "Are drop-out rates similar between SPOCs (small private open courses) and MOOCs?" and "Are there significant usability and satisfaction differences between both formats?" may help improve initiatives and dissemination policies regarding open knowledge. This study aims to upgrade guidelines for the conversion of SPOCs into MOOCs, by exploring usability and satisfaction in both formats. A quantitative research based on a questionnaire was designed, and the validated SUSE (Satisfaction and Usability of Software in Education) instrument was applied to 7 courses of each type, with the same contents, and 5,192 students. The results revealed validity and reliability, with higher satisfaction scores on the open platform. Genders, regions of residence, and age groups also provided interesting findings: students are predominantly male, young, and from diverse geographic locations. Women, the younger, and residents of economically disadvantaged regions evaluated their experiences more positively. Both formats present significantly lower dropout rates (47.50% in MOOCs and 36.94% in SPOCs) and higher completion rates (52.50% in MOOCs and 63.06% in SPOCs) compared to those generally observed in free enrollment courses. [ABSTRACT FROM AUTHOR] |
| Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 135983459 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: COMPARATIVE STUDY SPOC VS. MOOC FOR SOCIO-TECHNICAL CONTENTS FROM USABILITY AND USER SATISFACTION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22de+CARVALHO+JUNIOR%2C+Giovani+Lemos%22">de CARVALHO JUNIOR, Giovani Lemos</searchLink><relatesTo>1</relatesTo><i> giojr@uvigo.es</i><br /><searchLink fieldCode="AR" term="%22ROBLES%2C+Daniel+Cebrian%22">ROBLES, Daniel Cebrian</searchLink><relatesTo>2</relatesTo><i> dcebrian@uma.es</i><br /><searchLink fieldCode="AR" term="%22de+la+SERNA%2C+Manuel+Cebrian%22">de la SERNA, Manuel Cebrian</searchLink><relatesTo>2</relatesTo><i> mcebrian@uma.es</i><br /><searchLink fieldCode="AR" term="%22RIVAS%2C+Manuela+Raposo%22">RIVAS, Manuela Raposo</searchLink><relatesTo>1</relatesTo><i> mraposo@uvigo.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Turkish+Online+Journal+of+Distance+Education+%28TOJDE%29%22">Turkish Online Journal of Distance Education (TOJDE)</searchLink>. Apr2019, Vol. 20 Issue 2, p4-20. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropouts%22">School dropouts</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: According to literature, usability and user satisfaction directly influence learning achievement. However, few studies address those elements in MOOCs (massive open online courses). Relevant questions such as "Are drop-out rates similar between SPOCs (small private open courses) and MOOCs?" and "Are there significant usability and satisfaction differences between both formats?" may help improve initiatives and dissemination policies regarding open knowledge. This study aims to upgrade guidelines for the conversion of SPOCs into MOOCs, by exploring usability and satisfaction in both formats. A quantitative research based on a questionnaire was designed, and the validated SUSE (Satisfaction and Usability of Software in Education) instrument was applied to 7 courses of each type, with the same contents, and 5,192 students. The results revealed validity and reliability, with higher satisfaction scores on the open platform. Genders, regions of residence, and age groups also provided interesting findings: students are predominantly male, young, and from diverse geographic locations. Women, the younger, and residents of economically disadvantaged regions evaluated their experiences more positively. Both formats present significantly lower dropout rates (47.50% in MOOCs and 36.94% in SPOCs) and higher completion rates (52.50% in MOOCs and 63.06% in SPOCs) compared to those generally observed in free enrollment courses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17718/tojde.557726 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 4 Subjects: – SubjectFull: Online education Type: general – SubjectFull: School dropouts Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Educational technology Type: general Titles: – TitleFull: COMPARATIVE STUDY SPOC VS. MOOC FOR SOCIO-TECHNICAL CONTENTS FROM USABILITY AND USER SATISFACTION. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: de CARVALHO JUNIOR, Giovani Lemos – PersonEntity: Name: NameFull: ROBLES, Daniel Cebrian – PersonEntity: Name: NameFull: de la SERNA, Manuel Cebrian – PersonEntity: Name: NameFull: RIVAS, Manuela Raposo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 13026488 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Turkish Online Journal of Distance Education (TOJDE) Type: main |
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