Who Wants to Learn English Online for Free?
Abstract
This study of demographics is aimed to help LMOOC designers develop courses that are more appealing to prospective learners, and thus fight low completion rate which remains one of the main drawbacks of MOOCs. In addition, as the world battles against the COVID-19 pandemic looking for alternative learning approaches is unavoidable. The data presented in this paper were collected between 2016 and 2020 by means of a questionnaire that over 29,000 participants completed upon registration. The questionnaire, which included three multiple-choice questions aimed at obtaining responses regarding age, level of education and gender, revealed that most learners were middle-aged adults who held a university degree. In addition, our findings seemed to indicate that female learners are more likely to take the courses than their male counterparts. The aforementioned findings, which provide an insight into the demographics of EFL MOOCs in Spanish-speaking contexts, is a good starting point for further research which could ultimately help educational authorities know the impact of EFL MOOCs and enable the latter to reach a wider audience.
Downloads
References
Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada G. H. A., & Muñoz-Organero, M. (2014). Delving into participants' profiles and use of social tools in MOOCs. IEEE Transactions on Learning Technologies, 7(3), 260-266. DOI: https://doi.org/10.1109/TLT.2014.2311807
Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014). Engaging with massive online courses. In Proceedings of the 23rd International Conference on World wide web (pp. 687-698). ACM. DOI: https://doi.org/10.1145/2566486.2568042
Bárcena-Madera, E., & Martín-Monje, E. (2014) Introduction. Language MOOCs: An emerging field. In E. Bárcena-Madera, & E. Martín-Monje (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp 1-15). De Gruyter Open. DOI: https://doi.org/10.2478/9783110420067.1
Bayeck, R.Y. (2016). Exploratory study of MOOC learners' demographics and motivation: The case of students involved in groups. Open Praxis, 8(3), 223-233. DOI: https://doi.org/10.5944/openpraxis.8.3.282
Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., & de los Arcos, B. (2014). MOOCs: Strinking the right balance between facilitation and self-determination. MERLOT Journal of Online Learning and Teaching, 10(1), 31-43.
Caraker, R. (2016). Spain and the context of English language education. Research Bulletin, 92, 23-35.
Chacón-Beltrán, R. (2014). Massive online open courses and language learning: The Case for a beginner english course. Procedia. Social and Behavioural Sciences, 141, 22-246. DOI: https://doi.org/10.1016/j.sbspro.2014.05.042
Chacón-Beltrán, R. (2018). Vocabulary learning strategies outside the classroom context: What adults learn in a technology-based learner-centred environment. The Language Learning Journal, 46(5), 583-593. DOI: https://doi.org/10.1080/09571736.2018.1503135
Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phenomenon: Who takes massive open online courses and why? Social Science Research Network Working Paper. DOI: https://doi.org/10.2139/ssrn.2350964
Conole, G. (2013). Designing for learning in an open world. Springer. DOI: https://doi.org/10.1007/978-1-4419-8517-0
Cross, S. (2013). Evaluation of the OLDS MOOC curriculum design course: Participant perspectives, expectations, and experiences. OLDS MOOC Project. http://oro.open.ac.uk/37836.
Despujol, I. M., Turro, C., Busqueis, J., & Canero, A. (2014). Analysis of demographics and results of student's opinion survey of a large scale MOOC deployment for the Spanish speaking community. In Proceedings of Frontiers in Education Conference (pp. 1-8). IEEE. DOI: https://doi.org/10.1109/fie.2014.7044102
Dillahunt, T., Chen, B., & Teasley, S. (2014). Model thinking: Demographics and performance of MOOC students unable to afford a formal education. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 145-146). ACM. DOI: https://doi.org/10.1145/2556325.2567851
Fernandez Fontecha, A. (2010). Gender and motivation in EFL vocabulary production. In R.M. Jimenéz Catalán (Ed.), Gender perspectives on vocabulary in foreign and second languages (pp. 93-116). Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230274938_5
Grünewald, F., Mazandarani, E., Meinel, C., Teusner, R., Totschnig, M., & Willems, C. (2013). OpenHPI - A case-study on the emergence of two learning communities. In Proceedings of the Global Engineering Education Conference (pp. 13-15). IEEE. DOI: https://doi.org/10.1109/EduCon.2013.6530277
Jimenéz Catalán, R.M. (2010). Gender tendencies in lexical acquisition and use. In R.M. Jimenéz Catalán (Ed.), Gender perspectives on vocabulary in foreign and second languages (pp. 117-138). Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230274938
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning, 15(1), 133-160. DOI: https://doi.org/10.19173/irrodl.v15i1.1651
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research In Open and Distributed Learning, 16(3), 341-358. DOI: https://doi.org/10.19173/irrodl.v16i3.2112
Li, K. (2019). MOOC learners' demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach.Computers and Education, 132, 16-30. DOI: https://doi.org/10.1016/j.compedu.2019.01.003
MacLeod, H., Sinclair, C., Haywood, J., & Woodgate, A. (2016). Massive open online courses: Designing for the unknown learner. Teaching in Higher Education, 21(1), 13-24. DOI: https://doi.org/10.1080/13562517.2015.1101680
Martín-Monje, E., Castrillo, M. D., & Mañana-Rodríguez, J. (2018). Understanding online interaction in language MOOCs through learning analytics.Computer Assisted Language Learning, 31(3), 251-272. DOI: https://doi.org/10.1080/09588221.2017.1378237
Morris, N.P., Hotchkiss, S., & Swinnerton, B. (2015). Can demographic information predict MOOC learner outcomes. In Experience track: Proceedings of the EMOOC stakeholder summit (pp. 199-207). Whiterose University Consortium. https://eprints.whiterose.ac.uk/86184.
Oliveira, M., Penedo, A., & Pereira, V. (2018). Distance education. Advantages and disadvantages of [sic] the point of view of education and and society. Dialogia, 29, 139-152. DOI: https://doi.org/10.5585/Dialogia.n29.7661
Onah, D.F.O., Sinclair, J., & Boyatt, R. (2014). Dropout rates of Massive Open Online Courses: Behavioural patterns. Proceedings of the 6th International Conference on Education and New Learning Technologies (pp. 5825-5834). EDULEARN14. DOI: https://doi.org/10.13140/RG.2.1.2402.0009
Read, T. (2014). The architectonics of Language MOOCs. In E. Martín-Monje, & E. Bárcena-Madera (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 91-102). De Gruyter Open.
Reeves, T., & Helberg, J. G. (2014). MOOCs: Let's get real. Educational Technology, 54(1), 3-8.
Sokolik, M. (2014). What constitutes an effective language MOOC. In E. Martín-Monje, & E. Bárcena-Madera (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 16-32). De Gruyter Open.
Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2), 198-221. DOI: https://doi.org/10.19173/irrodl.v17i2.2448
Yong Kim, Ock Tae Kim, Jin Gon Shon. (2019). A Historical journey into K-MOOCs leading to possible collaborations with North Korea. In K. Zhang, C. J. Bonk, T.C. Reeves, & T. H. Reynolds (Eds.). MOOCs and open education in the global south: Challenges, successes and opportunities (pp. 17-27). Routledge. DOI: https://doi.org/10.4324/9780429398919-3
Copyright (c) 2021 National Research University Higher School of Economics

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the Copyright Notice.