Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy
Josef Guggemos, Luca Moser, Sabine Seufert
Abstract
Massive Open Online Courses (MOOCs) have received much attention in higher education; however, evidence about MOOCs at the K-12 level is scarce. To shed light on the phenomenon, we use the i-MOOC that aims at fostering upper secondary level students’ information literacy. The i-MOOC is a blended MOOC developed and refined in a design research process; it meets established criteria for high-quality MOOCs. In 2020, 1032 upper secondary level students in German-speaking Switzerland took the i-MOOC; the sample comprises N = 167 students who voluntarily filled in a questionnaire. The students are mainly from high schools and vocational schools. Learning effects are captured with a performance test. Information literacy gains are significant and medium in size: d = 0.75. The technology acceptance of students is evaluated using the extended unified theory of acceptance and use of technology (UTAUT2). Student technology acceptance of K-12 MOOCs is primarily driven by hedonic motivation, i.e., perceived fun and entertainment. However, this type of motivation negatively predicts learning gains. Implications for teachers and educational decision makers are discussed.