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Exploring the configurations of learner satisfaction with MOOCs designed for computer science courses based on integrated LDA-QCA method

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Abstract

The nation's explosive growth in Massive Open Online Courses (MOOCs) is likely to lead to low effectiveness of MOOCs, therefore, it is necessary to promote the high-quality and long-term development of MOOCs through understanding learner satisfaction. The present research adopted the Latent Dirichlet Allocation (LDA) to derive factors affecting the satisfaction of the learners and conducted a fuzzy-set qualitative comparative analysis (QCA) to analyze configurations of the high-level and low high level of learning satisfaction with computer science MOOCs. This study identified how course design, teaching style, teaching content, communication, exercise, and platform impact learner satisfaction based on 27,316 students’ reviews of MOOCs. It has been found that five sufficient configurations are demonstrated to achieve high satisfaction while the other three configurations do not result in high satisfaction. In addition, although the six factors cannot alone constitute the necessary conditions for configurations of learner satisfaction, course design, teaching styles, and exercise play an indispensable role in improving learner satisfaction. Overall, this study adds to the literature by examining specific learner-level factors and extending configural understanding of the factors that affect MOOC learner satisfaction.

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Datasets produced in the course of and/or analyzed in the course of this study are available to the relevant author upon reasonable request.

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Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Natural Science Foundation of China (Grant No. 72164015), Jiangxi Provincial Department of Education Science Research Fund Project (Grant No. GJJ200858) and Educational Reform Project of Jiangxi University of Science and Technology (Grant No. XJG-2023–23).

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Authors and Affiliations

  1. School of Information Management, Wuhan University, Wuhan, 430072, China

    Huijuan Fu

  2. School of Economics and Management, Jiangxi University of Science and Technology, Ganzhou, 341000, China

    Huijuan Fu, Yangcai Xiao & Rui Wang

  3. School of Business Administration, Fujian Jiangxia University, Fuzhou, 350108, China

    Isaac Kofi Mensah

Authors
  1. Huijuan Fu
  2. Yangcai Xiao
  3. Isaac Kofi Mensah
  4. Rui Wang

Contributions

All authors have participated in the study. The authors read and approved the final manuscript.

Corresponding author

Correspondence toRui Wang.

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Fu, H., Xiao, Y., Mensah, I.K.et al. Exploring the configurations of learner satisfaction with MOOCs designed for computer science courses based on integrated LDA-QCA method.Educ Inf Technol29, 9883–9905 (2024). https://doi.org/10.1007/s10639-023-12185-7

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