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ERIC Number: ED561352
Record Type: Non-Journal
Publication Date: 2015-Jan
Pages: 72
Abstractor: As Provided
Reference Count: 62
Engaged Learning in MOOCs: A Study Using the UK Engagement Survey
Wintrup, Julie; Wakefield, Kelly; Davis, Hugh
Higher Education Academy
This study sets out to answer the question: how can we know what learning is taking place in MOOCs? From this starting point, the study then looks to identify MOOCs' potential for future use in HE? Using a specially-adapted version of the HEA's UK Engagement Survey (UKES) 2014, the research team at the University of Southampton asked participants who had completed one of two MOOCs delivered through the FutureLearn platform and designed and run at the university about their experiences as learners and their engagement with their respective MOOC. The results also show that both of the MOOCs were successful in enabling many participants to feel engaged in intellectual endeavours such as forming new understandings, making connections with previous knowledge and experience, and exploring knowledge actively, creatively and critically. In response to the open access approach--in which no one taking part in a MOOC is required to have a minimum level of previous educational achievement--the report shows that persistent learners engaged, regardless of prior educational attainment. A list of items used in the 2013 engagement survey pilot is appended.
Higher Education Academy. York Science Park, Innovation Way, Heslington, York Y010 5BR, United Kingdom. Tel: 01904 717500; e-mail:; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Higher Education Academy (HEA) (United Kingdom)
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: National Survey of Student Engagement