Abstract
Massive Open Online Courses (MOOCs) and the use of mobile learning are two learning/teaching forms that have received much attention in recent years. Despite the popularity of both approaches and the efforts to integrate or combination them, there is still a lack of papers that are focusing on the aspect of learning design for mobile MOOCs. To compensate for this lack, this paper is examining the preferences of MOOC learners between mobile and non-mobile MOOCs with respect to a number of crucial learning design parameters. An online anonymous survey was answered by 68 MOOCs participants, The results indicate that on the one hand, they think that MOOCs’ accessibility and flexibility are better supported using a mobile MOOC format. On the other hand, they think that the ability to concentrate, motivation, self-study/self-learning, and self-regulated learning are better supported in a non-mobile, conventional MOOC. The main conclusion drawn is that when it comes to learning design parameters that can promote deep learning, the participants perceive the non-mobile format as being superior. Yet, flexibility and accessibility are also important when it comes to creating inclusive learning environments. Thus, it seems that the creation of an inclusive mobile learning environment that would also support deep learning using MOOCs is a challenging problem for the learning designers.
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Acknowledgements
The authors would like to acknowledge that the study was carried out in the context of the “DevOps Competences for Smart Cities” project (Project No.: 601015-EPP-1–2018-1-EL-EPPKA2-SSA Erasmus + Program,
KA2: Cooperation for innovation and the exchange of good practices-Sector Skills Alliances).
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Mavroudi, A., Kokkinaki, A. (2022). The Learners’ Perceptions of Learning Design for Mobile MOOCs. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, vol 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_24
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