The Undervalued Variable in Massive Open Online Course (Mooc) Research: an Analysis and Conceptualization of Readiness for Online Learning in Moocs

Abstract

Together with the developments in online learning field, Massive Open Online Courses (MOOCs) have attracted significant attention both in developed and developing countries in recent years. Although online learning readiness (OLR) of learners has been investigated comprehensively in online learning contexts, and several instruments have been developed to measure OLR, this variable has been undervalued in MOOC contexts, and little is known about OLR in MOOCs. For this reason, the purpose of this mixed methods study is to investigate and conceptualize OLR in MOOCs. Particularly, this study aims to examine readiness for online learning in a MOOC context, to investigate the effect of OLR on MOOC completion, and to identify factors contributing to learners' OLR for conceptualizing OLR in MOOCs. The number of participants is 8974 for the quantitative stage and 141 for the qualitative stage. The data were collected using the OLR Scale, system logs, and open-ended question. The quantitative data were analyzed using descriptive and inferential statistics, and the qualitative data were analyzed using content analysis. The results showed that BilgeIs MOOC learners have high levels of OLR, and MOOC completion was significantly associated with only the self-directed learning dimension of OLR. In addition, the qualitative results revealed whether learners felt ready for online learning. The main reason why they were ready for online learning was learners' previous online or distance learning experience, and the main reason why they were not ready for online learning was having a bias against online learning. The qualitative results also revealed ten indicators which can be used for conceptualizing OLR in MOOCs. The results of this study can be very relevant for the field, and the arguments made might be important for enhancing the effectiveness and success of MOOCs. Particularly, the results obtained from this research are expected to provide important information and recommendations to MOOC practitioners and researchers who would like to study OLR in MOOCs or to develop new perspectives regarding OLR in MOOCs. Also, the results provide essential input for practitioners and researchers studying OLR and could open the way for future studies regarding OLR in MOOCs to support MOOC learners in their online learning journey.