Students’ perceptions of a university MOOC

• Published in: Revista iberoamericana de educación a distancia Vol. 18; no. 2; pp. 197 - 221
• Main Authors: Carlos Castaño Garrido, Inmaculada Maiz Olazabalaga, Urtza Garay Ruiz
• Format: Journal Article
• Language: English; Spanish
• Published: Asociación Iberoamericana de Educación Superior y a Distancia (AIESAD) 01-07-2015
• Subjects: aprendizaje, MOOC, participación, motivación en el aprendizaje
• DOI: 10.5944/ried.18.2.13444
• EISSN: 1390-3306
• ISSN: 1138-2783

This paper shows the results of a research study focused on students’ perception of learning as part of a cooperative MOOC. The course in question is a university MOOC that is included in a regulated Primary Education Teacher training degree programme, although participation is open to any interested parties. The students’ perception is assessed using a TAM (Technology Acceptance Model) survey that has been adapted to the learning context in a MOOC. Three variables associated with students’ perception of learning in the course are analysed: the participants’ academic level (degree students versus non-degree students); the type of participation in the course (hidden, moderately hidden, active, individualist and collaborative); and the gender. Although the students’ perception as regards the utility, motivation and user-friendliness of a MOOC is high, certain differences have been found between the analysed variables. Non-degree students are observed to perceive the methodology used in a MOOC more positively. Furthermore, men score significantly higher both in motivation towards learning using MOOCs and in perception of their utility as regards learning. The results show a moderate level of acceptance by the students regarding the use of MOOC in regulated university contexts, and they suggest greater acceptance in learning environments associated with continuous education and professional development.