## 5 Discussion
### What Factors Are Frequently Mentioned by Learners?  
The classification results provide answers to RQ2, showing that learners more frequently mentioned issues regarding categories such as \"Course quality\", \"Instructor\", and \"Assessment\", as compared to categories such as \"Relationship\" and \"Process\". Firstly, course quality is the most frequently discussed topic among MOOC learners. Course quality's significance is also reported in prior research. For instance, according to [PERSON] and [PERSON] [54], content quality and course materials that are easily understandable are essential for encouraging self-learning in MOOCs. Similarly, our results indicate that the success of MOOCs is positively associated with the high quality of course design, course content, and ease of content understanding. This finding is also highlighted by [55; 56], who reported course quality's direct effect on learners' success in online learning. As [PERSON] et al. [57] suggest, the quality of course content is essential in promoting global learners' motivation to enroll and participate in MOOCs. A MOOC with first-rate design enables learners to organize and plan their learning independently, promotes their motivation to set goals, identifies efficient learning methodologies, and attains learning success. [PERSON] et al. [58] also verified that learners' perceptions about the MOOC quality could significantly affect their acceptance of knowledge. Considering the importance of course quality, we suggest that designers and instructors of MOOCs ought to guarantee that the course materials are easy to understand with high-quality content to provide learners with a genuine chance to develop responsibility for their learning.  
\"Instructor\" was the second most frequently mentioned issue among MOOC learners. This is consistent with prior research [27; 28]. According to [PERSON] et al. [34], knowledgeable, enthusiastic, and humorous instructors can satisfy learners more easily. [PERSON] et al. [59] also suggest that instructors should show specialization in the subjects they teach and deliver the content clearly and concisely by using case studies and examples.  
Another topic frequently mentioned by MOOC learners is \"Assessment\", which is consistent with [PERSON] [60]. This suggests that designers and instructors of MOOCs ought to pay more attention to the potential of assessments to promote learner satisfaction because this allows learners to verify and assess their learning against their goals. The significance of assessment in MOOCs has been highlighted by researchers. According to [PERSON] [61], assessment tasks in MOOCs ought to offer chances for learners to apply their learned knowledge rather than being used to merely recall knowledge. Similarly, [PERSON] [62] highlighted the necessity of active learning and knowledge application to improve MOOC learners' engagement. According to [PERSON] et al. and [34]'s analyses of learners' course review data, assessments that could promote learner satisfaction should be clearly stated, implicitly associated with lecture content, and capable of allowing learners to apply knowledge learned in practice.  
Comparatively, learners tended to mention the \"Relationship\" and \"Process\" factors infrequently. This suggests that interaction or instructor feedback has little impact on their perceptions of learning in MOOCs. One reason is that most learners understand that MOOC instructors have little time to spend supporting individuals in a large class. As a result, learners commonly have low expectations about interaction or instructor feedback. As learners in MOOCs are mainly motivated to broaden their horizons and enhance their expertise [63], they care mainly about whether they can achieve useful learning (e.g., their expected skills or knowledge) via MOOCs rather than about how the course is taught or whether there is rich interaction.