2-A4
Support Design for Massive Open Online Course (MOOC) Learners-Voices from the Freshman MOOC LearnersYuki Ichimura
yici@kumamoto-u.ac.jp
Doctoral Student
Graduate School of Instructional Systems
Kumamoto University
Kumamoto, Japan
Hiroshi Nakano
nakano@cc.kumamoto-u.ac.jp
Professor
Graduate School of Instructional Systems
Kumamoto University
Kumamoto, Japan
Katsuaki Suzuki
ksuzuki@kumamoto-u.ac.jp
Director
Research Center for Instructional Systems
Kumamoto University
Kumamoto, JapanThe growing learner population of Massive Open Online Courses (MOOCs) indicates a large
number of entry of beginners. For those novice MOOC learners, learning support is crucial.
We have collected the data, informing issues and concerns that the Japanese university students
experienced in their first MOOC learning. The intervention of eliminating the problems andpromoting students’ motivation and learning design was presented. The introductory
orientation lesson was aimed to play the role of an external learning support. The effect ofintervention was assessed, and the primary analysis indicated the positive effects on module
completion and the students’ self-study in MOOCs.
Key words: MOOCs, Learning Support, Self-Directed Learning, Orientation

INTRODUCTION
Open access nature of Massive Open Online Courses (MOOCs) allows participation of diverse
learners. MOOC learners have different prerequisite knowledge and technical proficiency levels to conduct
online learning using computers. In most cases, one-to-one support does not effectively fulfill the needs formassive course populations at the prompt timing, when learners face with troubles. In such online learning
environments, therefore, a support system, underpinning accessible, effective, and engaging learning is
crucial. Learner support is one of the key elements consisting of MOOCs in the “10 Dimensions Model”
that we have proposed for MOOC design (Ichimura & Suzuki, 2017).

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Looking at the current MOOCs, the existing support systems vary greatly, depending on the course
providers. Furthermore, even in the same MOOC platforms, support services are unique by each course ora host institution.
In 2018, we have studied the learning experiences of MOOCs, with Japanese university students
having least online learning experiences. Our research sought to key concerns of the MOOC beginners andassociated with the instructional design framework, “The Five E-Model of Online Course Design” (Suzuki& Tada, 2009). The questionnaire collected the needs of MOOC beginners, particularly when and what
difficulties the students experienced during their self learning. The students’ voices in the questionnaire in2018 informed us the issues obstructed at the basic stage of MOOC learning.
The students in this study learned a MOOC provided by an outside institution, and we aimed an
external learning support. In 2020, for this current study, we developed an orientation lesson, with a goalof eliminating the issues that the previous study informed. The responses to the questionnaires are underanalysis. We are investigating the effect of our intervention, that attempted students’ motivation designingand leaning skills as self-directed learners. The aim of the study is to investigate 1) When and what support
do MOOC beginners need? 2) Does an external orientation lesson play a role for learning support for
MOOC learners? 3) If so, what does an external learning guidance lesson include? This paper reports theinitial results.

Learner Support in Online Learning and MOOCs
Leaning support is, in any settings whether face-to face or online, fundamentally crucial for executing
tasks to achieve successful learning. In an online learning environment, learner support design is important,because learners and course providers are separated in distance (Brindeley et al, 2004). In addition, in the
traditional online learning, learner support was considered as a critical component for students’ retention(McLaughlin,2002). McLaughlin (2002) suggested learning support in online learning with provision ofsocial support. June and Hong (2014) qualitatively analyzed online learners’ comments on the open
questions in the questionnaire. The researchers suggested effective and reflective support that develop andmaintain learners’ motivation, reflection, and independent learning (June and Hong ,2014). Appropriate
learning content promotes effective learning, with systematic support. The underlying concept of learning
support seen in traditional online learning appeared to coin with MOOCs.
Research on learner support design in MOOC setting is limited in number to date. Gregori et al.
(2018) pointed that MOOC leaning environment had not put major focus on learner support. According totheir study, the learner retention was related to the teacher’s presence and students’ engagement before thesecond quarter of the course. However, even in the traditional online courses that are much smaller in size,
direct support by the teacher is not always possible (McLaughlin, 2002). Jansen et al. (2020) argued, most
MOOCs are more student-content interaction oriented, rather than teacher-student or student- student

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interaction. Technology was viewed as the important role that the teachers had undertook in face to faceclassroom ( McLaughlin , 2002).
Thereby researchers addressed the importance of Self-Regulated Learning (SRL) for MOOC learners(Jansen et al., 2020). They created an intervention video, presenting the SRL model for MOOC participants.
Their lessons supporting SRL were embedded in the MOOC course, rather than being located as a preactivity prior to the course (Jansen et al., 2020). Their intervention positively affected the retention oflearners.
With scale, and diversity in MOOCs, learning support should be conducted as one of the central
design focuses, especially for novice learners who are starting MOOCs.

RESEARCH DESIGN & METHODSJapanese private university freshman students, who registered introductory computer and information
literacy course in the spring semester in 2018 and 2020 participated in the study. The 92 students in 2020,and prior to them, in 2018, 44 students responded to the questionnaires regarding their first MOOC learning
experiences. None of the students had experiences of learning in MOOCs.
The students registered in the recommended MOOC and replied to the questionnaires. They wereencouraged to take subject related MOOCs as an out of classroom optional work; therefore, MOOC learning
was not mandatory after they received the in-class introduction. The initial two modules of Japanese MOOC,“Computer no Shikumi (Mechanism of Computers)”, provided by Japan Massive Open Online Education
Promotion Council (JMOOC) through Fisdom platform were recommended by the instructor andcompletion of the modules were assessed as an additional grade. The participants were Japanese speakers;
therefore, subject -related MOOC taught in Japanese during the periods of the semester was chosen. The
students answered the questionnaires and reported their learning experiences after they completed each
module. The questions asked general learning experiences and students’ feedback, learning support thatthey needed during their process of learning and students’ perceived outcome of learning. In addition, atthe end of the semester, students, including those who did not study MOOC, answered the survey.

Acommercial online survey system was used for collecting the feedback.
The comments on the open questions were analyzed and classified in the five groups of design
categories using “The Five E-Model of Online Course Design” (Suzuki & Tada, 2009). The five categories
illustrated hierarchical layers, constructing quality online learning design. The model suggests the layers,
from the bottom, 1) Environmental Design 2) Content Design 3) Information Design 4) Learning Designand 5) Motivation Design. Each layer is associated with the Instructional Design (ID) techniques.

PROCEDURE
In 2018, we have studied the freshman students’ MOOC learning experiences, in order to investigate
when and what support MOOC beginners needed (Ichimura, Nakano & Suzuki, 2018). A brief introduction
about MOOCs and the basic technical instruction were provided in the regular lesson in 2018. Prior to the386students’ MOOC learning, the instructor introduced the MOOC, “Computer no Shikumi” (Mechanism ofComputers), and demonstrated the course overview and the registration process on the platform. During
the introduction lesson, students tried signing up and registering. After their registration, MOOC learning
was students’ voluntary participation. The introductory lesson in 2018 was minimized, and the students
enrolled in the MOOC as almost the same condition with the regular MOOC learning beginners.
The chosen course “Computer no Shikumi (Mechanism of Computers)” and Fisdom platform
equipped general description of learning process in PDF file, FAQ, Discussion boards, and progress viewer
for learner support. Help link jumps to the general explanation of PDF file that is simple structure.
The excerpt comments regarding the issues when the students needed supports were classified in theFive Layers (Table 1). Troubles and confusion of the initial process were appeared in layer 1 and 3. Issues
about the contents design and mismatch of the course level were addressed in layer 2 and 4. The difficultyof content and registration process affected their motivation to maintain their learning (layer 5).
The results of 2018 revealed the basic introductory issues that the beginner MOOC learners had.
Having the students’ concerns on the process of MOOC learning, especially at the entry stage(Ichimura, Nakano & Suzuki, 2018), in 2020, the current study designed an orientation lesson as anintervention for students in 2020. Self-directed Learning model (Garrison, 1997), including “selfQuality of e-Learning
Model
Layer 5: “Engaging”:
Motivation Design(Maintaining motivation,
self-directed, volition,
ownership)
Layer 4: “Effective”:
Learning Design(Nature of tasks, Learning
support and learner needs,interaction, self-regulation)
Layer 3: “Easy”:
Information Deign(Usability, Navigation andLayout, Faster and accurate
access to needed
information, Nodisorientation problem)
Layer 2: “Exact”:
Content Deign(Content accuracy,
Validity of learning scope,
Rational and reliable)
Layer 1: “Ecological”:
Environmental Design(Access environment,
Stability of service, Feelingof security)

Students Comment
The explanation was too difficult that I lost motivation.
I gave up during the registration.

There was no definition and explanation for the new technicallanguages.
Verbal explanation was difficult to understand.
To understand the contents, I needed to stop the lecture videos.
Need more clear states of what I can gain by the course.
Registration process needed repeated procedures.
Email address and personal information was required
repeatedly.
The course was not appeared on the course search page.
Each time, searching the course took time.
Horizontal navigation scroll was not easy to notice.
The contents were difficult.
Instructor’s explanation was based on learners’ priorknowledge.
The level of the quizzes was too difficult.
The expression of the quizzes was not clear.
Troubles before actual learning, such as account registration.
Confusion in login requirement between user ID and email
address.
I could not log in at the first attempt.
The internet access was not stable at home to keep learning.

Table 1. Students’ Comment in the Five-E Model of Online Course Design ( Suzuki & Tada, 2009)387

management (task control), self-monitoring (cognitive responsibility) and motivation (entering and task)
helped our design of the intervention lesson.

Orientation as an External Learning Support
The orientation lesson aimed external learning support that aid self-directed MOOC learning,eliminating students’ troubles for starting, continuing, and completing modules, informed by the 2018
results. The main topics in the orientation focused basic literacy for MOOC learning, motivation designand learning design of learners’ themselves.
The main issues that emerged from the 2018 students’ learning experiences were in basics at the entryof MOOCs. About 48.1% of the students answered that they had troubles and stresses at the log-in andregistration stage (Ichimura, Nakano & Suzuki, 2018). In addition, the observation in the first MOOC
introduction lesson informed more fundamental technical issues. Some students misused character input
mode, that were associated with characteristics of Japanese character input system and key boards. Japaneselearners need caution in this fundamental issue.
Intervention reinforcing the introductory computer literacy skills was designed, which was necessaryfor MOOC learning. In the guidance, a notice was given, using examples of errors that the previous students
experienced.
Five Layers Model analysis was the base for our intervention design. Corresponding to the reported
issues in Layer 2 and Layer 4 that are associated with learning contents and design, the orientation included
the way how to progress their knowledge, using learning resources in MOOC itself, as well as wider internet
connection. Many of the students did not explore the available resources in the platforms. The previous
students’ survey revealed that many of them did not use caption for video lectures, or speed control functionthat were available on the platform. Knowing and making full use of technological functions supporting
MOOC learning was integrated. Students’ comments categorized in Layer 5, Motivation Design, reported
that the issues related to other layers affected continuous of their learning. Therefore, motivation support
was sought in the orientation design. In addition, learning skills in the isolated open online environment
will support MOOC learning.
The guidance lesson covered the concept of “Learning Design” (Suzuki & Mima, 2018) tackled by
freshman themselves. Resources and activities, aimed to develop students’ learning skills as a self-directed
learner were integrated in the guidance. The students were to think about their learning environment andlearning resources, particularly in the online settings (Suzuki & Mima, 2018). In addition to the traditional
face-to-face learning communities where the students had been in, the students learned the benefit of open
and sharing nature of the web. MOOCs and other online learning resources, such as Open Educational
Resources, webiners, and Youtube were introduced as a reference tool for their online learning. In addition,
self-direction was encouraged during the instruction of MOOC learning steps. The features and thefunctions of MOOC platforms were introduced with comparison between the traditional classroom settings.
The MOOC guidance lesson covered how to prepare, register, learn in MOOCs, as well as the students388

learned how to learn for the lifetime. The guidance was provided online, with self-learning part and a live
lesson, using ZOOM.

RESULTSThis paper includes a preliminary report of the results gained in the Spring semester in 2020. Afterthe orientation in 2020, the students’ module completion rate improved. 68.5% of the students completed
at least one module. Compared to 45.4% in 2018, about 23% more students completed the modules.
The feedback comments regarding the orientation were positive. Amongst the all free comments,
69.4% mentioned positive impacts of MOOCs. 19.4% expressed the willingness to learn. About 2.8 %expressed anxiety for learning. Overall, the students’ reaction toward MOOCs that enables free access tothe university courses worldwide illustrated their excitement for knowing new online learning resources.
The excerpts of the comments were as follows:“Getting access to courses by famous universities is an innovative system, and I would like to widen myview”. “I thought we have benefits of more learning opportunities, and I would like to register somethingthat I find interesting”. “I felt that knowing about MOOCs broadened my horizon.”
The questionnaire asked if the students had any troubles before and during the process of learning,
after they finished each module. In the result in 2018, 27.6% reported that they experienced troubles to start
the course, and 40.2% reported that they had troubles before completed the modules. In 2020, after theguidance lessons were presented, the students’ perceived experience was improved. 100 % replied that they
could completed the module without troubles. 1 % in 2020 reported that they had troubles to start the course.
The orientation helped eliminate the pain and issues. A statistical analysis of Chi-square test indicatedsignificant difference between 2018 and 2020.

DISCUSSION
After the guidance lesson in 2020, that aimed motivation design and development of learning skills,
students’ module completion rate grew. The 2020 Spring semester was the time to coincide with the impact
of COVID 2019. Possible third factor of high module completion in the 2020 spring semester is that theirregular lessons converted online, and they stayed at home. Another consideration is that regular online
lessons helped improve students’ basic computer literacy skills for learning in MOOCs.
We are conducting a qualitative analysis on the students’ comment that will inform more in depth.
This study assessed only one MOOC that is delivered in Japan, and the condition of MOOCs
presented by other world-wide MOOC providers would be the area for further investigation.

CONCLUSION
In the reviewed paper, the past researchers recommended learning support for online learning in therelatively higher order domains, as exemplified as the notion of social support (McLaughlin, 2002). The
Japanese students’ voices, however, called for learning support from more fundamental levels in the very389

beginning stage of learning. In the current study we designed the initial orientation lesson for MOOC
learning as an external support that enables learning by students themselves. We investigated if it eliminates
the students concerns, and if it supports students’ module completion, even though the MOOC course
design was under the same condition. We designed the lesson, including fundamental technical literacy,
motivation design, and learning design of students themselves for their self-directed learning, using theFive Layers Model (Suzuki & Tada, 2009). The results indicated that the orientation lesson gave a positive
impression about learning in MOOCs, and the motivation to learn. Module completion rate and the reduced
number of perceived issues during their learning appear to that the orientation lesson functioned as anexternal support for starting, continuing, and completing MOOC learning. Technical skills training is not
sufficient to sustain the MOOC beginners learning, especially if we intend to support them from outside of
the institution who provides MOOCs. Motivation design and self-directed learning design would be
important factors that inspire the learners who have had traditional education in the K-12 school systems.
In MOOC learning, without skills of self-directed learning, students experience anxiety, frustration, andfailure as Knowles stated (1975).

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