Back to the Future, the Learner Strikes Back: Feedback and Reflection as Key Elements in MOOC re-Design

Abstract

A general trend within research into Massive Open Online Courses (MOOCs) has been the study of learner behaviour and motivations using large-scale, quantitative studies to measure, correlate and predict forms of interaction and participation. Far few studies have focused on contextual, local and qualitative forms of inquiry, despite the great potential of such methods. In this paper, we discuss a preliminary study making use of qualitative data generated on an Irish language MOOC, namely learner comments on reflective steps each week. This data was analysed using an interpretive framework for elucidating both positive and negative forms of learner feedback. Three major themes are defined, relating to opinions regarding course materials, positive attitudes towards interaction and a broad metacognitive awareness of the process of learning. Implications for the design process and the importance of using such methods are briefly discussed.