Delving into Personalisation Behaviours in a Language MOOC

Abstract

Given the large amounts of learning data they generate and their flexible nature, Language Massive Open Online Courses (LMOOCs) allow for the emergence of various forms of personalisation. This study examines how 137 language learners personalised their learning in a Language MOOC on English presentation skills. It also investigates learner-reported reasons that encouraged them to either follow a personalised learning pathway (PLP) suggested to them by the system, or choose to devise their own individual (personal) learning plan (ILP). Data were collected using three instruments: course analytics, personalised questionnaires and semi-structured interviews. The results demonstrate that learners used several forms of personalisation, with an ILP being the most prominent. Learners who opted to follow a PLP cited an appropriate level of content as their primary reason for doing so, while those who chose to devise their own ILP cited having control over their learning and individual preferences as their main reasons. We conclude that LMOOC learners were more likely to devise their own learning plan than to follow a recommended plan and that the optimal design for an LMOOC is to combine both types of personalisation.