Asee peer logo

A Systematized Literature Review of Student Learning, Participation, and Engagement Experience in Engineering Massive Open Online Courses (MOOCs)

Download Paper |

Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

New Directions for ET

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/1-2--34068

Permanent URL

https://peer.asee.org/34068

Download Count

251

Request a correction

Paper Authors

biography

Huma Shoaib Purdue University Orcid 16x16 orcid.org/0000-0002-4735-1989

visit author page

Huma Shoaib is a graduate student working jointly between Engineering Education and Weldon School of Biomedical Engineering at Purdue University. Her research focus is computational thinking and understanding computational as well as engineering identity development in undergraduate students to overcome issues related to women persistence in undergraduate engineering programs.

visit author page

Download Paper |

Abstract

This report is a systematized literature review on articles relevant to student learning, participation, and engagement in engineering massive open online courses. Learning about student participation and engagement in MOOCs will help with increasing student retention in MOOCs. The review details the systematized search of relevant databases for journal publications related to student learning, participation, and engagement in engineering massive open online courses. 21 peer-reviewed journal articles were retrieved and shortlisted from three databases: Education Source, ERIC, and Scopus. The focus of these articles was massive open online course participants (students) and what are their experiences in terms of learning, participation, and engagement. Four emergent themes were found in the surveyed literature. The first theme was the identification of different learning groups in MOOC participants. The second theme was the identification of participation patterns in MOOC participants. The third theme identified a correlation between student engagement and other factors like student retention and grades in MOOCs. Finally, the fourth theme was the identification of a gap for improvement in engineering massive open online courses.

Shoaib, H. (2020, June), A Systematized Literature Review of Student Learning, Participation, and Engagement Experience in Engineering Massive Open Online Courses (MOOCs) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34068

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015