Abstract
Learning is fundamentally an activity conducted by learners, so it is necessary to pay attention to Chinese learners of MOOCs in this study and to listen to their voice. What do we know about them? How are they learning online? How do they feel about online learning? These questions and the corresponding answers make an important basis for construction and development of Chinese MOOCs. This chapter, using the learner study done by mooc.guokr.com from 2013 to 2015, tries to analyze learners of MOOCs from eight dimensions, namely learners’ basic information, learning experience, learning preference, learning motives, participation in teaching–learning interaction, learning satisfaction, learning difficulties, and learning platforms and tool, and also made evaluations of their learning qualities.
This is a preview of subscription content, log in via an institution.
References
Han, X., Zhai, W., & Cheng, J. (2013). A dialectical analysis of cMOOC & xMOOC and their integration into the ecological chain of higher education. Modern Distance Education Research, 6, 3–10.
Zheng, Q., Li, Q., & Li, C. (2015). Investigation of teaching modes of Chinese MOOCs. Open Education Research, 6, 71–79.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Zheng, Q., Chen, L., Burgos, D. (2018). Learner Analysis of Chinese MOOCs. In: The Development of MOOCs in China. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-10-6586-6_6
Download citation
DOI: https://doi.org/10.1007/978-981-10-6586-6_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-6585-9
Online ISBN: 978-981-10-6586-6
eBook Packages: EducationEducation (R0)