The designing of adaptive self-assessment activities in second language learning using Massive Open Online Courses (MOOCs)

Abstract

Massive Open Online Courses (MOOCs) provides an effective learning platform with various high-quality educational materials accessible to learners from all over the world. In this paper, the types of learner characteristics in MOOCs second language learning are discussed. However, there are still problems and challenges including assessment. A quantitative research method approach has been utilized in this study. Results of the study are then used for implementing suitable adaptive self-assessment activities in MOOCs learning. Findings of this study are two folds: (1) The dimension of learner characteristics (learning styles and cognitive style) for improving student performance in MOOCs learning and (2) suitable self-assessment activities that consider learners requirement or adaptive to learner characteristics for improving MOOCs learning performance. Based on the findings, the data indicate that visual, active, thinking and intuitive learner is the proposed dimension used in this study. In this study, our aim is to propose adaptive self-assessment activities for improving MOOCs learning in the second language course. In the future study, students will be investigated about their engagement using MOOC assessment in the second language.