Exploring MOOC Learners' Behavioural Patterns Considering Age, Gender and Number of Course Enrolments: Insights for Improving Educational Opportunities

Creative Commons License

Cagiltay N. e., Toker S., ÇAĞILTAY K.

OPEN PRAXIS, vol.16, no.1, pp.70-81, 2024 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 16 Issue: 1
  • Publication Date: 2024
  • Doi Number: 10.55982/openpraxis.16.1.543
  • Journal Name: OPEN PRAXIS
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Directory of Open Access Journals, DIALNET
  • Page Numbers: pp.70-81
  • Azerbaijan State University of Economics (UNEC) Affiliated: No

Abstract

Massive Open Online Courses (MOOCs) now offer a variety of options for everyone to obtain a high -quality education. The purpose of this study is to better understand the behaviours of MOOC learners and provide some insights for taking actions that benefit larger learner groups. Accordingly, 2,288,559 learners' behaviours on 174 MITx courses were analysed. The results show that MOOCs are more attractive to the elderly, male, and highly educated groups of learners. Learners' performance improves as they register for more courses and improve their skills and experiences on MOOCs. The findings suggest that, in the long run, learners' adaptation to MOOCs will significantly improve the potential benefits of the MOOCs. Hence, MOOCs should continue by better understanding their learners and providing alternative instructional designs by considering different learner groups. MOOC providers' decision -makers may take these findings into account when making operational decisions.