Abstract:

MOOCS are popular among learners, as they provide an opportunity to engage in learning activities at any time of the day. MOOCs may have an estimated workload per week, but how learners divide and use their time is not determined. One of the problems with MOOCs is the high dropout rate and lack of time for learning activities is the most common factor to affect learners’ withdrawal decisions. Therefore, this study aimed to describe how learners perceive their usage of time and the contributing and hindering time-related factors in a MOOC about programming.

Mixed methods research was used. Quantitative data were collected through two questionnaires. Learners’ personal data and their opinion, how many hours they plan to spend on average per week were collected with pre-questionnaire. Post-questionnaire included evaluations on the 7-point Likert scale about the time-related factors and a question about average hours spent on the course during a week. Qualitative data was gathered with learning diaries, where all learners were invited to describe when and how they learn, what causes worries and what makes them satisfied. The sample of this study consists of 1,040 learners who filled in both pre- and post-questionnaires and 24 learning diaries were selected.

Descriptive statistics were used for analysing data from the questionnaires. Comparing data of completers and non-completers was done with the chi-square test and Mann-Whitney U-test. Inductive thematic content analysis was used to analyse qualitative data. The manifest content of learning diaries was coded according to the two research.

The results showed that the main learning time was at weekends. 67.2% of the learners engaged in learning activities 2 to 6 hours per week, which was similar to the amount of time they had planned. Learners set time-related goals and tried to use their available time resources, like while commuting. Learning was started even if there were 20-30 minutes of free time. Learners contacted provided helpdesk after 1 to 2 hours of trying to solve programming exercises. Completers, unlike non-graduates, were more likely to adjust the amount of time and schedule. Compared to graduates, non-completers rated higher that they had difficulties finding time for the course and encountered conflicts at home or work due to the time spent on the course.

Most of the time-related factors that influenced learners during the course were both hindering and supportive, like course-related materials and tools, family, friends, working conditions and weather. Technical problems, vacation, and health issues were considered as hindering factors. Printable materials helped students save time.

Based on previous research, there is limited information on how people learn in a MOOC. The results of the current study help to understand how learners use their time during the course and how the choices influenced their learning. Also, this paper presents new time-related factors that have not previously been addressed in the literature. Based on our findings we encourage organizers of the MOOCs to offer learners ways of asking for help, a possibility to print learning materials, additional time to finish the course, access to the materials after the course and schedule the course at a time when learners have fewer distractions.

Keywords:

MOOC, time, perception of time.