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Effects of Intervention Implemented in MOOC Discussion Forums: Contributing Factors and Participation Analysis

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Title: Effects of Intervention Implemented in MOOC Discussion Forums: Contributing Factors and Participation Analysis
Language: English
Authors: Anchal Garg (ORCID 0000-0002-4937-3241), Daisy Wadhwa (ORCID 0000-0001-9255-530X), Natasha Maria Gomes (ORCID 0000-0003-0374-821X), Sameer Sahasrabudhe (ORCID 0000-0001-9719-0995)
Source: Education and Information Technologies. 2025 30(18):25753-25788.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 36
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Intervention, Outcomes of Education, MOOCs, Discussion, Computer Mediated Communication, Student Participation, Student Motivation, Expectation, Self Efficacy
DOI: 10.1007/s10639-025-13754-8
ISSN: 1360-2357
1573-7608
Abstract: Discussion Forums are important collaborative spaces to enhance learning experiences, however, the research shows that they are used sparingly. Hence, there is a need to design innovative strategies to promote participation in the Discussion Forums. A Moderator Augmented Extended Discussion Forum was created based on the Learner-Centric MOOC Model. The aim of this study is to examine the effect of this intervention on participation and course completion, as well as identify the factors influencing forum participation through the extended UTUAT model. Data was collected from MOOC course logs and a survey. Partial Least Square-Structural Equation Modelling and Necessary Condition Analysis were used to determine the intentions to use the Discussion Forum. The results indicate that usage of the forum was instrumental in increasing participation and motivation to complete the course. Subsequently, the results from the extended Unified Theory of Acceptance and Use of Technology model indicate that Performance Expectancy, Self-Efficacy, and Discussion Forum uniqueness were the major factors influencing the Behavioural Intention and Usage Behaviour. The study concludes that the Augmented Discussion Forum facilitated peer learning, improved participation, and enhanced learner performance, thus resulting in better course completion rates. These findings provide course designers, course instructors, MOOC developers, peer researchers, and academicians with insights into the optimization of forums and adoption of learner-centric strategies while designing Discussion Forums and related activities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504403
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Anchal+Garg%22">Anchal Garg</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4937-3241">0000-0002-4937-3241</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daisy+Wadhwa%22">Daisy Wadhwa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9255-530X">0000-0001-9255-530X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natasha+Maria+Gomes%22">Natasha Maria Gomes</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0374-821X">0000-0003-0374-821X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sameer+Sahasrabudhe%22">Sameer Sahasrabudhe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9719-0995">0000-0001-9719-0995</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(18):25753-25788.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Discussion Forums are important collaborative spaces to enhance learning experiences, however, the research shows that they are used sparingly. Hence, there is a need to design innovative strategies to promote participation in the Discussion Forums. A Moderator Augmented Extended Discussion Forum was created based on the Learner-Centric MOOC Model. The aim of this study is to examine the effect of this intervention on participation and course completion, as well as identify the factors influencing forum participation through the extended UTUAT model. Data was collected from MOOC course logs and a survey. Partial Least Square-Structural Equation Modelling and Necessary Condition Analysis were used to determine the intentions to use the Discussion Forum. The results indicate that usage of the forum was instrumental in increasing participation and motivation to complete the course. Subsequently, the results from the extended Unified Theory of Acceptance and Use of Technology model indicate that Performance Expectancy, Self-Efficacy, and Discussion Forum uniqueness were the major factors influencing the Behavioural Intention and Usage Behaviour. The study concludes that the Augmented Discussion Forum facilitated peer learning, improved participation, and enhanced learner performance, thus resulting in better course completion rates. These findings provide course designers, course instructors, MOOC developers, peer researchers, and academicians with insights into the optimization of forums and adoption of learner-centric strategies while designing Discussion Forums and related activities.
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