Skip to main content
SpringerLink
Log in

Employee Perspectives on MOOCs for Workplace Learning

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers’ attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N = 119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Berland, M., Baker, R. S., & Bilkstein, P. (2014). Educational data mining and learning analytics: applications to constructionist research. Technology, Knowledge and Learning, 19(1–2), 205–220. doi:10.1007/s10758-014-9223-7.

    Article  Google Scholar 

  • Brookshire, R. G., Lybarger, K. M., & Keane, L. B. (2011). Virtual workplace learning: Promises met? In M. Malloch, L. Cairns, K. Evans, & B. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 331–340). Los Angeles: Sage.

    Chapter  Google Scholar 

  • Castaño Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2016). Influence of employer support for professional development on MOOCs enrolment and completion: Results from a cross-course survey. In M. Khalil, M. Ebner, M. Kopp, A. Lorenz, & M. Kalz (Eds.), Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs - EMOOOCS 2016 (pp. 251–263). Graz: University of Graz.

    Google Scholar 

  • Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136.

    Article  Google Scholar 

  • Ertmer, P. A., & Newby, T. J. (1996). The expert Lerner: strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24.

    Article  Google Scholar 

  • Fischer, G. (2014). Beyond hype and underestimation: identifying research challenges for the future of MOOCs. Distance Education Journal, 35(2), 149–158.

    Article  Google Scholar 

  • Ifenthaler, D. (2015). Learning analytics. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 447–451). Thousand Oaks: Sage.

    Google Scholar 

  • Ifenthaler, D., & Schumacher, C. (2016). Udacity. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 1149–1151). Thousand Oaks, CA: Sage.

  • Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240. doi:10.1007/s10758-014-9226-4.

    Article  Google Scholar 

  • Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (2015). Internet: Its impact and its potential for learning and instruction. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 1, pp. 416–422). Thousand Oaks: Sage.

    Google Scholar 

  • Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (Eds.). (2016). Foundations of digital badges and micro-credentials. New York: Springer.

    Google Scholar 

  • Jovanovic, J., & Devedzic, V. (2015). Open badges: novel means to motivate, scaffold and recognize learning. Technology, Knowledge and Learning, 20(1), 115–119. doi:10.1007/s10758-014-9232-6.

    Article  Google Scholar 

  • Kalz, M. (2015). Lifelong learning and its support with new technologies. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., Vol. 14, pp. 93–99). Oxford: Elsevier.

    Chapter  Google Scholar 

  • Lehmann, T., Haehnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313–323. doi:10.1016/j.chb.2013.07.051.

    Article  Google Scholar 

  • Li, N., Kidziński, Ł., Jermann, P., & Dillenbourg, P. (2015). MOOC video interaction patterns: What do they tell us? In G. Conole, T. Klobučar, C. Rensing, J. Konert, & É. Lavoué (Eds.), Design for teaching and learning in a networked world (Vol. 9307, pp. 197–210). Amsterdam: Springer.

    Google Scholar 

  • Littlejohn, A., & Margaryan, A. (2014). Technology-enhanced professional learning. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 1187–1212). Dordrecht: Springer.

    Google Scholar 

  • Mah, D.-K. (2016). Learning analytics and digital badges: potential impact on student retention in higher education. Technology, Knowledge and Learning, 21(3), 285–305. doi:10.1007/s10758-016-9286-8.

  • Milligan, C., & Littlejohn, A. (2014). Supporting professional learning in a massive open online course. The International Review of Research in Open and Distance Learning, 15(5), 197–213.

    Google Scholar 

  • Noe, R. A., Clarke, A. D. M., & Klein, H. J. (2014). Learning in the twenty-first-century workplace. Annual Review of Organizational Psychology and Organizational Behavior, 1, 245–275.

    Article  Google Scholar 

  • Olsson, U. (2016). Open courses and MOOCs as professional development – is the openness a hindrance? Education and Training, 58(2), 229–243.

    Article  Google Scholar 

  • Pardos, Z. A., Whyte, A., & Kao, K. (2016). moocRP: an open learning analytics platform. Technology, Knowledge and Learning, 21(1), 75–98.

    Article  Google Scholar 

  • Radford, A. W., Robles, J., Cataylo, S., Horn, L., Thornton, J., & Whitfield, K. (2014). The employer potential of MOOCs: a mixed-methods study of human resource professionals’ thinking on MOOCs. The International Review of Research in Open and Distributed Learning, 15(5), 1–25.

    Article  Google Scholar 

  • Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2013). Mental models and their role in learning by insight and creative problem solving. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen (pp. 10–34). New York: Routledge.

    Google Scholar 

  • Tu, C.-H., & Sujo-Montes, L. E. (2015). MOOCs. In R. Papa (Ed.), Media rich instruction (pp. 287–304). New York, NY: Springer.

  • Tynjälä, P. (2008). Perspectives into learning in the workplace. Educational Research Review, 3, 130–154.

    Article  Google Scholar 

  • Tynjälä, P., Häkkinen, P., & Hämäläinen, R. (2014). TEL@work – towards integration of theory and practice. British Journal of Educational Technology, 45(6), 990–1000.

    Article  Google Scholar 

  • White, B. (2014). Is “MOOC-Mania” over? In S. S. Cheung, J. Fong, J. Zhang, R. Kwan, & L. Kwok (Eds.), Hybrid learning. Theory and practice (Vol. 8595, pp. 11–15). Cham: Springer International Publishing.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Learning, Design and Technology, University of Mannheim, L4, 1, 68131, Mannheim, Germany

    Marc Egloffstein & Dirk Ifenthaler

  2. Curtin University, Bentley, WA, Australia

    Dirk Ifenthaler

Authors
  1. Marc Egloffstein
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dirk Ifenthaler
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dirk Ifenthaler.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Egloffstein, M., Ifenthaler, D. Employee Perspectives on MOOCs for Workplace Learning. TechTrends 61, 65–70 (2017). https://doi.org/10.1007/s11528-016-0127-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-016-0127-3

Keywords

Search

Navigation