An analysis of learner engagement with MOOCs in higher education in China
Creators: name: Li, Yugeng
Publisher: name: Zenodo
Year: 2025

description: With the rapid development of science and technology, the widespread use of theInternet has brought significant benefits to education, providing greater conveniencefor both students and teachers. The integration of the Internet into teaching hasremoved the time and space limitations of traditional face-to-face classroom settings,offering greater flexibility for learners. However, the traditional university teachingsystem still faces numerous challenges and difficulties, highlighting the urgent needfor innovative teaching reforms. MOOCs (Massive Open Online Courses) haveemerged as a new educational model with distinct advantages, offering high-qualitylearning environments that promote independent learning for university students. Asmore countries and their universities introduce MOOCs and create their own MOOCs,China has joined this global trend, with its universities increasingly participating inMOOC-based teaching and learning. However, along with the benefits of MOOCs,several challenges have also gradually emerged. Issues such as low completion rates,limited learner engagement, decreased learner focus, and insufficient support forautonomous learning have been observed.This study, therefore, aims to examine learner engagement with MOOCs in highereducation in China, identifying the factors that may affect this engagement, andanalyse the potential challenges to Chinese students in relation to MOOC learning,with a focus on enhancing motivation, developing learner engagement autonomy andbuilding autonomy, as well as discussing the impact of the COVID-19 pandemic onthe continued development of MOOCs. It aims to provide insights with the intentionto fill the gap in the existing literature on MOOCs and learning in the Chinese context,in order to raise the issue among educationalists to support both learners and teachersin this context, and help learners explore, understand, and engage more effectivelywith their MOOC experiences in Chinese higher education.

The theoretical framework emphasises that learners' awareness of their own learningprocess is more important than the courses themselves, that the focus should be givento how learners engage with learning and develop an understanding of the factors thatfacilitate their engagement. The shift from "focusing on teaching" to "focusing onlearning" can be challenging, as it requires students to take the initiative in acquiringknowledge and emphasises that a student-centred approach is significantly moreeffective than a teacher-oriented one in fostering learner autonomy. This frameworkguided the analysis of the literature and informed the analysis and discussion ofparticipant data on MOOC learning focusing on the role of learner motivation andlearner autonomy in MOOCs.This study adopts an interpretive approach, with a small-scale positivist element,using a mixed-methods design to analyse data collected from students and teachers attwo universities of the same level in China, one which delivered MOOCs officiallyand the other which did not. Initial data on participants' MOOC learning backgroundsand experiences were obtained through questionnaires, and those who demonstratedgreater interest in the topic were selected for semi-structured interviews, providingrich qualitative data for the study.The findings reveal a consensus among students and teachers that they are consciousof the development of MOOCs. Most of the student participants recognise thatMOOCs can enhance their autonomous learning ability and so increase theirmotivation and engagement in learning. They also discuss the significance of MOOCsas an immediate response to the COVID-19 pandemic, as well as agreement on thebenefits of MOOC study. Participants shared valuable insights regarding theirlearning experiences, including how MOOCs developed during the pandemic, their reasons for choosing MOOCs, factors influencing their learning behaviours,challenges faced within MOOC environments, and their perspectives on the future ofMOOCs. Participation in MOOCs in Chinese universities is steadily increasing. Withthe COVID-19 pandemic's impact on education, MOOCs have become a valuablesupplement to traditional classrooms and now play an increasingly significant role inthe development of teaching and learning.This study aims to increase awareness of both teachers and learners about theimportance of MOOC implementation in Chinese higher education. The researchemphasises the transformative potential of MOOCs in enhancing educational access,flexibility, and learner autonomy, advocating for the integration of MOOCs withtraditional classroom methods and making use of the strengths of both online andface-to-face learning environments. This mixed approach can offer students morediverse and flexible learning pathways, enabling them to tailor their educationalexperiences to meet their individual needs and schedules.Through this study, it is intended that learners will better understand how to developtheir autonomy while enhancing their motivation and engagement in their MOOClearning. Teachers will gain insight into how they can support students in learning viaMOOCs, such as by offering more personalised feedback, creating engaging coursematerials, and guiding students in setting clear learning goals. This awareness canultimately contribute to better learning outcomes, higher completion rates, and betteruse of MOOCs as an effective learning tool in China’s higher education.Thus, the thesis adds new knowledge specifically in the area of the participants’improved awareness of independent learning, extending the relevance of this theory tothe Chinese context. The research indicates that a growing number of Chinese students are still engaging with MOOCs, post the COVID-19 pandemic, motivated byvarious factors, including the fact that they enjoyed the increased flexibility of MOOClearning, alongside traditional classroom teaching. Highly motivated students aremore likely to take MOOCs and participate in discussions and course activities. Byaddressing a gap in the literature concerning Chinese learner engagement withMOOCs, this study provides a foundation for future research. It highlights thepotential for MOOCs to play an important role in the future of education in China andsuggests new directions for the continued development of online learning.