Research topic: Online learning: a comparative analysis between online University courses and

MOOCs.

Research focus:

How Massive Open Online Courses, referred to as MOOCs, are transforming the lecture hall and redefining the industry of

university education.

∗ This research proposal is designed to examine the relationship between online university courses and MOOCs

∗ The research study is interested in understanding what are students really learning from MOOCs in comparison to online university study?

∗ MOOCs provide online university level education for free or a fraction of the cost of university fees.

Executive summary

‘The social and collaborative nature of learning is important in education in the 21st century’ (Redmond, P. and Lock, J., 2006).

∗ MOOCS: Massive Open Online Courses

∗ Open education: institutional practices and programmatic initiatives that

broaden access to the learning

∗ Self directed learning: describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs

∗ Constructivism: ‘learners are understood to build knowledge with the help of other learners, teachers, experts, and learning objects from a combination of existing knowledge, interaction with their environment, and new experiences.’ (Smirnova, L. 2008).

∗ Disruptive technology: an innovation that helps create a new market and value network and eventually disrupts an existing market.

Terms

∗ In 2011, Andrew Ng, Director of the Stanford Artificial Intelligence Lab, taught a Machine Learning class to 400 Stanford fee paying students and 100,000 online students around the world.

∗ MOOCs serve modular online lectures in short 8 – 15 minute formats, covering topics such as quantum physics, microbiology and mathematics.

∗ In 2012, MOOCs became legitimised when MIT and Harvard University joined forces to work on

developing EdX, a MOOC technology

platform

Background to research

∗ Wellen debates in depth the benefits and implications of MOOCs and what they contribute to society.

∗ Wellen delves into a critical discussion outlining the consequences of open content, primarily lacking quality.

∗ ‘Quantum theory of trust’ by Karen Stephenson in 2006, it’s not just how to recognize the collective cognitive capability of a group, but how to cultivate and increase it’.

∗ ‘Digital diploma mills’ stated by David Noble in 1998 suggests that online education would commodify higher education as an outcome of self directed learning.

Literature review

∗ To collect empirical evidence and study the usage patterns of online university students and students who are enrolled in a MOOC.

∗ The research was designed to enquiry into how students engage in online study and collaborate online together.

∗ The study findings are hoped to assist in the development of future online learning programs.

Research objectives

‘Like a detective trying to solve a crime, a researcher is trying to uncover new knowledge.’ (Frey et al., 2000, p. preface xii)

∗ 1. What are the primary differences between student participation in a MOOCs and an online university course?

∗ 2. What are students gaining from completing a MOOC that is different from completing an online

university course?

Research questions

‘Research questions attempt to categorise a concept and, thereby measure it.’ (Frey et al, 2001, p. 39).

The study will consist of two research phases:

∗ 1. A time usage journal for participants to maintain for two months documenting their online study habits.

∗ 2. An online questionnaire will be sent to the participants upon the submission of their time usage journal.

Research program

∗ H1:There will be a positive relationship between frequency of use of the online forums, email and online collaboration forms such as tests and quizzes for MOOC students.

∗ H2: There will be a positive relationship between frequency of use of the online forums, email and online collaboration forms such as tests and quizzes for online university students.

Hypotheses

‘When researchers feel confident enough to make a prediction, they advance a hypothesis, a tentative statement between the independent and dependent variable.’ (Frey et al., 2000, p.43)

∗ A private research firm, operating within a leading Australian University will be used to control environmental variation in recruiting the research participants.

∗ Selecting participants will be to source as many internationally diverse online participants as possible, for MOOC students are geographically dispersed.

Research participants

∗ A pilot study will be conducted prior to the main research project commencing to ensure validity of the study and the research questions.

∗ A qualitative research methodology was selected for this study, utilising time usage journals so that the research can record meaning and possible cognitive trends behind the data.

∗ A longitudinal survey taking the form of a structured online questionnaire will be used to capture attitudes and perceptions towards online study between the two groups.

∗ The second part of the study may employ grounded theory, where assumptions may be made from the data previously collected.

∗ A team of research investigators (six research investigators) will be employed to record, interpret and analyze the data.

Research methodology

‘Naturalistic qualitative researchers don’t collect all of their data and then make sense of them; they make sense of data as they are acquired, and acquire more data after making sense of the earlier data’ (Frey et al., 2000, p.280).

∗ Analysing the data: As suggested by Huberman and Miles in 1994, team meetings will be scheduled to ensure the investigators ideas and thoughts are being shared with the rest of the team.

∗ Collection methods: A journal template divided into key topic areas measuring student’s online learning frequency.

Research data

‘Team members often have complementary insights which add to the richness of the data.’ (Huberman and Miles, 1994, p.14).

∗ Collection methods: The second phase of the research study will then facilitate participants to complete a series of six open ended questions to the five online learning tools (wiki, email, online lecture, test, assignment, interaction with lecturer)

∗ The participants will then be asked to rate each statement on an interval measurement scale, a seven-point Likert-type scale

∗ Did the student find the use of a Wiki page for the course helpful? 1 2 3 4 5 6 7

No help Not much help Little help Unsure Quite helpful Helped Most helpful

Research data

∗ A qualitative content analysis will be conducted to investigate major themes found within the results. ‘Quantitative content analysis is a systematic, step-by-step procedure used to answer research questions and test hypotheses’ (Frey et al., 2000, p.239).

∗ Statistical analysis will then be used to code the participant responses using the SPSS software tool team to generate

pie graphs and bar charts of the data.∗ A multidimensional scaling plot (MDS) may also be used to

represent the research data in a dimensional view.

Analysis plan

Textual analysis will be used to ‘describe and interpret the characteristics of the recorded or visual message’ (Frey et al., 2000, p. 225).

Analysis plan

Multidimensional scaling plot example

TimelineDate Activity

February 28, 2015 Commence research plan with my supervisor Dr. Babak Abedin

March 12, 2015 Undertake literature review research

May 12, 2015 Commence 2 week pilot study

June 14, 2015 Conclude pilot study

June 16, 2015 Commence data collection of pilot study

June 26, 2015 Conclude data collection of pilot study

June 30, 2015 Commence participant search by private University Research Firm

July 10, 2015 Conclude participant search

July 12, 2015 Commence time usage journals by selected research participants

September 12, 2015 Conclude time usage journal

September 15, 2015 Email questionnaire to participants who have submitted their journals.

September 23, 2015 Receive completed email questionnaire from participant

September 25, 2015 Compile data and commence data analysis

January 2016 Conclude data analysis, commence report writing

April 2016 Complete research report

∗ Participants will show in their time usage journals the benefits of online collaboration in helping students complete their online studies and their MOOCs.

∗ There will be high correlation between students who have more than one portable internet device and the time they spend studying online.

∗ The study will show a high level of satisfaction from students who gain support and guidance online from other fellow students through online collaboration tools such as the

wiki page, email and instant messaging.

Expected results

∗ Some random data references may include a relationship between undergraduates attending an online university class and also being enrolled in a MOOC from the same university or another.

∗ Another possible research area to study could be the relationship with MOOCs and their income generation potential to their university or organisation.

Possible future research