Effects of intervention implemented in MOOC discussion forums: contributing factors and participation analysis

Abstract

Discussion Forums are important collaborative spaces to enhance learning experiences, however, the research shows that they are used sparingly. Hence, there is a need to design innovative strategies to promote participation in the Discussion Forums. A Moderator Augmented Extended Discussion Forum was created based on the Learner-Centric MOOC Model. The aim of this study is to examine the effect of this intervention on participation and course completion, as well as identify the factors influencing forum participation through the extended UTUAT model. Data was collected from MOOC course logs and a survey. Partial Least Square-Structural Equation Modelling and Necessary Condition Analysis were used to determine the intentions to use the Discussion Forum. The results indicate that usage of the forum was instrumental in increasing participation and motivation to complete the course. Subsequently, the results from the extended Unified Theory of Acceptance and Use of Technology model indicate that Performance Expectancy, Self-Efficacy, and Discussion Forum uniqueness were the major factors influencing the Behavioural Intention and Usage Behaviour. The study concludes that the Augmented Discussion Forum facilitated peer learning, improved participation, and enhanced learner performance, thus resulting in better course completion rates. These findings provide course designers, course instructors, MOOC developers, peer researchers, and academicians with insights into the optimization of forums and adoption of learner-centric strategies while designing Discussion Forums and related activities.