Outland, J. C. (2014). Examining the Market Positioning of Massive Open Online Courses to Maximize Employer Acceptance. ProQuest, UMI Dissertations Publishing.

Massive Open Online Courses (MOOCs) are a new instructional method utilizing many delivery methods common to online academic courses that are being offered in greater frequency as learner interest has increased. Learners may be attending these courses due to a lack of cost and perception that completion of this training may offer some benefit to them as they seek employment. Unfortunately, due to both the relatively recent development of MOOCs and the corresponding variety in delivery and documentation methods, little research had been completed on the acceptability of this instructional method by potential employers. Without this information, learners would be completing training that has little applicable benefit to them as they seek positions or advancement. Additionally, institutions would be offering courses in formats that do not fully benefit students, resulting in a sub-optimal use of institutional resources. The purpose of this qualitative study was to examine the perceptions of U.S.-based employers on instruction using variations of the MOOC model, and to identify traits in this delivery method that make completion of this training advantageous to potential applicants. Human resources and hiring managers were interviewed to determine their preferences using a focus group model. The data collected indicates MOOCS are positively perceived by employers, but not optimally positioned due to a lack of understanding and documentation. Employer perceptions of MOOCs can be enhanced by the consideration and inclusion of industry required skillsets to ensure that learners are focused on employer desired abilities that allow them to meet minimum and preferred job requirements. Additionally, by providing accurate and detailed documentation of the contents of a MOOC, institutions can ensure that a course is readily measurable by employers. This documentation can take many forms, but credentials that detail the topics covered, time spent, and completion evaluation method are preferred. By adopting these identified key requirements of employers, institutions may be able to better position their MOOC offerings into categories that are more easily understood and evaluated during the hiring process. These changes would then enhance the perceived benefits of these classes, and generate additional advantages for job seekers who have completed these courses.

Schulze, A. S. (2014). Massive open online courses (MOOCs) and completion rates: are self-directed adult learners the most successful at MOOCs?. ProQuest, UMI Dissertations Publishing.

Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that their completion rates can average fewer than 5% of those registered. Such low completion rates raise questions about the effectiveness of MOOCs and whether adults enrolling in them have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve more than just the most persistent, self-directed learners. This study explored the relationship between self-directed learning readiness and MOOC completion percents among adults taking a single Coursera MOOC. By examining self-directed learning – the ability to take responsibility for one’s own educational experiences – and MOOC completion rates, this research may assist in improving the quality of MOOCs. A statistically significant relationship was found between self-directed learning and MOOC completion percentages. Those stronger in self-directed learning tended to complete a greater percent of the MOOC examined. In addition, English speaking ability demonstrated a mediating effect between self-directed learning and MOOC completion. Learners indicating a strong ability in speaking English were more likely to be ready for self-directed learning and completed a higher percentage of the MOOC. Compared with those that did not complete MOOCs, however, few additional differences in demographics of adult learners that completed MOOCs were found. To better understand the skills and experiences needed to be successful in a MOOC, additional research on factors that influence MOOC completion is warranted. If only a minority of strongly self-directed learners can successfully complete MOOCs, then more resources should be invested into the design and development of MOOCs to meet the needs of many learners. If this does not occur, then MOOC completion rates could continue to suffer and new open education solutions of higher quality may appear, making MOOCs a short-lived phenomenon.

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