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Frontiers in Educational Research, 2022, 5(8); doi: 10.25236/FER.2022.050812.

To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning


Zhengyang Zhang, Ming Chen

Corresponding Author:
Ming Chen

Manchester Institute of Education, University of Manchester, Manchester, United Kingdom


MOOC is becoming increasingly popular around the world. However, its status and effectiveness in higher education are still controversial. This study investigates Chinese postgraduate students' MOOC learning experiences (factors driving them to learn and future optimisation suggestions) on the Chinese University MOOC (iCourse) platform. By conducting semi-structured interviews with five Chinese graduate students, data was gathered. According to the findings, students choose to learn on MOOC because of its flexibility and their need for professional expertise. MOOC learning can be improved by providing more flexible courses, improving interactivity, and providing more assistance for learners. Future research could use larger samples to investigate students' learning accomplishments and the effectiveness of MOOC learning.


MOOC, Chinese University MOOC, Chinese postgraduate students

Cite This Paper

Zhengyang Zhang, Ming Chen. To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning. Frontiers in Educational Research (2022) Vol. 5, Issue 8: 55-62. https://doi.org/10.25236/FER.2022.050812.


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