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A Content Analysis on Learning Experience of K-MOOC(Korea-Massive Open Online Course) : Focused on Korean University Students

한국 대학생의 K-MOOC 학습 경험에 대한 내용 분석

  • 박태정 (한국외국어대학교 교육선진화센터) ;
  • 나일주 (서울대학교 교육학과)
  • Received : 2016.08.29
  • Accepted : 2016.11.01
  • Published : 2016.12.28

Abstract

The purpose of the study was to understand the various aspects of learning experiences of Korean university students on K-MOOC. Analyses on the major motivation of the enrollment in a certain MOOC class, the actual learning experiences in the class and the perception of the achievement of the class were the three main foci of the current study. The study employed inductive content analysis as a major analysis tool. Reflective journals from 94 students who enrolled in K-MOOC classes were collected and analyzed at the end of the semester. The result of this study indicated that most of students selected the specific K-MOOC classes based on their general interests on the topics the class offered. Other factors such as intellectual curiosity, practical reasons for their study or work and popularity were also influential on the selection of MOOC classes. Watching videos, taking quizzes and taking tests were the three major sources of the students' satisfaction. Most students felt that K-MOOC is technically satisfactory. However, some students reported on simple errors and absence of advanced functions in the platform. Students perceived positively on their academic achievements of obtaining knowledge(remembering and understanding), attitudes (receiving), and skills through K-MOOC. This study ultimately showed a new awareness of learning experiences around K-MOOC from the perspective of the students. Future research is needed to understand the relationships between the students' learning experience and the students' performance in MOOC classes.

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