Abstract
The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the study examines the perception of MOOCs as threats or challenges and assesses students' learning approaches through the prism of deep and surface learning strategies. Survey data from 389 students enrolled in a MOOC form the empirical basis of the study. Analysis revealed that cognitive appraisal of MOOCs as a challenge is strongly related to the adoption of deep learning strategies. Conversely, perceiving MOOCs as a threat is associated with the use of surface learning strategies, although such strategies display a weaker yet significant relationship with perceiving MOOCs as a challenge. The implications of this research shed light on enhancing the quality of learning experiences and implementing learning strategies in MOOCs. Implementing these strategies can contribute to the improvement of MOOC design and instructional practices, ultimately fostering positive learning outcomes for students.Article Preview
TopIntroduction
The perception of massive open online courses (MOOCs) and their relationship with students’ learning strategies is highly relevant in contemporary education. MOOCs have disrupted traditional higher education models by offering an accessible, cost-free platform for knowledge acquisition and lifelong learning (Zermeño, 2020). Their openness and participatory nature provide a novel perspective on education, emphasizing connective learning and network-based knowledge construction (Haniya & Paquette, 2020). However, despite their accessibility and benefits, researchers continue to highlight the issue of high dropout rates among MOOC participants (Wang et al., 2023). This challenge becomes even more significant when MOOCs serve as integral components of university curricula, either as mandatory courses or as supplements to core disciplines.
This study aims to examine students' perceptions and attitudes toward MOOCs in relation to their learning strategies, as these strategies are crucial in shaping knowledge acquisition and comprehension (Hattie & Donoghue, 2016). Moreover, engaging with MOOCs necessitates direct interaction with information technology, which research indicates can induce stress in some students, potentially affecting their course performance (Sharma & Gupta, 2022). Investigating the cognitive appraisal process provides deeper insight into factors influencing students' decision-making, self-regulation, and overall learning outcomes in MOOCs. These insights may inform pedagogical strategies and enhance the effectiveness of online learning in higher education.
The conceptual framework of this study is grounded in cognitive appraisal theory, which posits that students classify online courses as either a threat or a challenge (Lazarus, 1991). Examining these cognitive appraisals offers valuable insights into the motivations and beliefs shaping students’ engagement and learning approaches. This study also draws on learning strategies theory, which defines a learning strategy as a systematic approach to organizing and applying skills to enhance learning efficiency and effectiveness in academic and non-academic contexts (Boudah & O’Neill, 1999).