Yılmaz G. K., Tepgeç M., Müftüoğlu C. T., Sulak S., Şahin M., Aydın F., ...More

18th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2021, Virtual, Online, 13 - 15 October 2021, pp.103-110 identifier

  • Publication Type: Conference Paper / Full Text
  • City: Virtual, Online
  • Page Numbers: pp.103-110
  • Keywords: AGILE model, Intelligent tutoring, Learning analytics, MOOCs
  • Hacettepe University Affiliated: Yes


© 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.Massive Open Online Courses (MOOCs) have become widespread all around the world since their conceptualization, both in terms of the number of students enrolled and the number of courses available. Some issues or learner needs in these environments, such as accreditation, quality of assessment and scaffolding for left-behind learners, have also surfaced as a result of rise in popularity. Profiling learners, using scaffolding strategies, structuring the assessment in a dynamic and effective manner, monitoring performance, and providing feedback/feedforward based on learning analytics are all expected to be valuable solutions to these issues. In this study, it is aimed to describe student views on the MOOC platform, which has the above-mentioned features and was designed and developed according to the AGILE software development model. Participants of this case study consist of 53 undergraduate students from three different universities. The data was collected using a questionnaire and semi-structured form both of which were developed by the researchers. The findings obtained were considered under these themes: benefits, disliked aspects, preferences in different learning contexts, ease of use, features open to improvement. Findings based on both quantitative and qualitative interpretations are presented on each theme. The findings of this study are limited to student views. In the later stages, authentic usage circumstances can be presented by taking into log data as a data source.