Dissertation
Assessment and learning engagement in massive open online coursesAssessment and learning engagement in massive open online courses
Many people do not finish a MOOC. This does not match the goal of large scale online learning. Learners have different goals and backgrounds. Xiaomei Wei’s research looks at what keeps students engaged and what helps them to learn the course content deeply in a MOOC.
- Author
- Xiaomei Wei
- Date
- 25 June 2026
- Links
- Fulltext in Leiden University Scholarly Publications
In an asynchronous teaching and learning environment, massive open online courses (MOOCs) are designed to provide learners with complete courses that require a high degree of autonomy to shape their learning experiences and achieve educational outcomes. Yet, more learners gradually disengage as the course progresses or do not engage at all, resulting in low completion rates and academic achievement. This has drawn attention to how we can support MOOC learners to stay motivated and engaged in their studies and encourage them to invest effort in achieving academic success.
Considering the diverse nature of learners and their primary role in MOOC learning, it is essential to examine how learners are motivated to take a MOOC, how they engage with course content, and their perceptions of learning outcomes. This dissertation aimed to advance our knowledge of learning assessment in MOOCs and to contribute insights into how we can make MOOC learning more effective and engaging, thereby optimizing learners’ learning experiences and ultimately leading to better learning outcomes.
Four studies were conducted to gain knowledge about learning engagement and perceived learning outcomes in MOOCs by addressing four key themes:
- The assessment of learning outcomes in MOOCs;
- How individuals’ motivation drives learner-determined learning in MOOCs;
- How self-regulated learning shapes personalized learning paths in MOOCs;
- The social construction of knowledge in MOOCs.