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Cited by 32Online Learning and AnalyticsOnline and Blended LearningTechnology-Enhanced Education Studies

Learners’ satisfaction of courses on Coursera as a massive open online course platform: a case study

Open access
Nguyen, Long Quoc·2022·Frontiers in Education
DOI 10.3389/feduc.2022.1086170
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Abstract

Online education has become more prevalent in the 21st century, especially after the COVID-19 pandemic. One of the major trends is the learning via Massive Open Online Courses (MOOCs), which is increasingly present at many universities around the world these days. In these courses, learners interact with the pre-designed materials and study everything mostly by themselves. Therefore, gaining insights into their satisfaction of such courses is vitally important to improve their learning experiences and performances. However, previous studies primarily focused on factors that affected learners’ satisfaction, not on how and what the satisfaction was. Moreover, past research mainly employed the narrative reviews posted on MOOC platforms; very few utilized survey and interview data obtained directly from MOOC users. The present study aims to fill in such gaps by employing a mixed-methods approach including a survey design and semi-structured interviews with the participation of 120 students, who were taking academic writing courses on Coursera (one of the world-leading MOOC platforms), at a private university in Vietnam. Results from both quantitative and qualitative data showed that the overall satisfaction of courses on Coursera was relatively low. Furthermore, most learners were not satisfied with their learning experience on the platform, primarily due to inappropriate assessment, lack of support, and interaction with teachers as well as improper plagiarism check. In addition, there were moderate correlations between students’ satisfaction and their perceived usefulness of Coursera courses. Pedagogically, teachers’ feedback and grading, faster support from course designers as well as easier-to-use plagiarism checking tools are needed to secure learners’ satisfaction of MOOCs.

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  • Inappropriate assessment, lack of support, and inappropriate teacher-student interactions can lead to lower learner satisfaction, which in turn affects student learning outcomes.

    “inappropriate assessment, lack of support, and inappropriate teacher-student interactions can lead to lower learner satisfaction, which in turn affects student learning outcomes (Nguyen, 2022)”

    From Exploring the factors influencing college students’ learning satisfaction in generative AI-supported MOOCs learning environment: a learning experience framework perspective (2025) · cites this paper as Nguyen, 2022

    The Abstract and Discussion (section 5) link dissatisfaction with inappropriate assessment, lack of support, and insufficient teacher–student interaction. The Results (section 4.2) find a correlation between satisfaction and cognitive measures, but do not establish that lower satisfaction in turn affects learning outcomes. (LLM, conf=0.88)

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Authors
Nguyen, L. Q.
Affiliations
FPT University (VN)
Corresponding author
Nguyen, Long Quoc
ORCID
Nguyen, Long Quoc
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2022-12-22
Volume
7
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2022.1086170
OpenAlex
W4312187021
Cited by
32
References
27
Citations by year
2026: 7 · 2025: 15 · 2024: 9 · 2023: 1
FWCI
4.83
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Istanbul Technical University Academic Open Archive (Istanbul Technical University) (submittedVersion)
Topics
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
student satisfaction, MOOCs, Coursera, online learning, academic writing courses, perceived usefulness, assessment, teacher feedback, plagiarism detection, student support, self-directed learning, COVID-19 pandemic

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