After the ILMx MOOC completed in 2018 and 2019, we conducted a survey to assess varying aspects of the course divided into the content, discussions, exercises, homework, testing, and its general structure (total 15 questions). The primary aim was to improve and develop the content and its delivery of the course. Although we only collected 16 (out of 2800) and 18 (out of 2000) survey responses in each course and these numbers do not represent the other survey non-respondents’ voice, we may be able to evaluate that what was good and what was lacking in the course through a small sample with open answers in detail.
5.1. Gender Disparity
It would be interesting to compare gender disparity of ILMx MOOC with face-to-face higher education within the on-campus courses provided, especially focusing on the Master program of land management and land tenure (LMLT) within the institution (TUM). Despite the high need for the type of professionals which LMLT is generating, the ideal number of students is 15–30 every year. Until 2017, the program had 136 graduates and 28 students (164 in total). The rate of male enrolment is still higher than that of the female. However, the gender difference is gradually closing. Out of the 164 overall enrolments, 100 are male (60.98%) and 64 are female (39.02%). Although this gap comes directly from the number of applications (it is not related to the selection criteria), the program makes a significant effort to close the gap by introducing Mädchen machen Technik, emphasizing and researching the role of women in land matters, and paying specific attention to inviting female guest lecturers and experts. Overall, these comparisons support the view that there are similarities of gender breakdown between the ILMx MOOC and LMLT program What is important for us to recognize here is that females’ underrepresentation in the on-and-off land management domain (ILMx MOOC and LMLT program) gradually narrows the gender gap over the years.
Although we identified six most related MOOCs in land management in the previous section, there have been no controlled studies including rigorous datasets which compare gender differences in MOOCs in land management. Instead, by drawing on the issue of gender differences in STEM (Science, Technology, Engineering and Mathematics) education in particular, this view is also supported by [
20] who note that gender disparity is rampant at STEM MOOCs, as only one in five learners is female (consisting of 20%). In [
17] the authors pinpoint that a percentage of female’s overall enrolment of STEM MOOCs is considerably lower than males (females: 24.16%), but the completion rate in STEM MOOC is appeared to be equal (females: 3.06%; males: 3.11%). Some probable reasons emerged from this, that females’ underrepresentation in STEM MOOC is due to the lack of access to the Internet; gender stereotypes; or inadequate awareness of STEM learning opportunities. We found that the results from the gender breakdown were lack of females’ participation (38.5%; 34.6%) in ILMx MOOC. Comparison of the findings in ILMx MOOC with those of STEM MOOCs confirms that the subject of
land management or land management popularization in digital higher education is likely to attract more females rather than STEM MOOCs.
5.2. Number of Participants (Low Retention Rates)
There have been several studies published on the decrease of MOOC participants/learners (still there is a certain number of “lurkers” and “downloaders” or “silent” participants who download the material and then study it). In a recent study [
21], they comprehensively provide the analysis and data (5.63 million learners in 12.67 million course engagements) on existing emerging patterns of MOOCs based on Harvard and MIT via the edX platform from 2012 to 2018. First, the vast majority of MOOC learners never revert to the engaged courses from the first year they joined the MOOC; second, most learners participating in the MOOCs are in the most developed countries in the world; finally, the low completion rates last for the past 6 years (see
Figure 3). In other words, although an initial enrolment remains high every registration year, it sharply declines.
We reveal similar patterns of course engagement (numbers) through the 1
st (2017–2018) and 2
nd iterations (2018–2019) of ILMX MOOC. Second-year retention rates of ILMX MOOC have significantly declined (approximately 28.57%), from 2800 participants from 160 countries to 2000 enrolments from more than 140 countries. A consistency of low retention and recent enrolment declines tends to follow the same pattern, as shown in
Figure 3. As indicated, this tendency seems to be due to a lack of motivation and interest to induce learners efficiently into the learning content. Factors thought to be influencing retention rates (or dropouts) have been explored in several MOOC studies [
21,
22,
23,
24,
25]. A good summary of these factors have been provided by [
22]: lack of time, lack of learners’ motivation, feelings of isolation and the lack of interactivity in MOOCs, insufficient background knowledge and skills, and finally hidden costs. These findings provide solid evidence and a useful account of how the next ILMx MOOC should consider learners’ perception of learning and teaching processes (e.g., accommodating students on different time tables; promoting student completion; enhance peer-to-peer/peer-to-instructor interaction etc.).
5.3. Global Distribution of Participants
The OPM (Online Program Management) business models are strategically focused on where educationally disadvantaged learners exist (e.g., global south) into the learning platforms rather than existing consumers. According to [
21], the correlation between learners’ origin and socioeconomic status (SES) and the persistence of enrolments and certification issued has been demonstrated (see
Figure 4). The correlation between them was tested using United Nations Human Development Index (HDI) ratings. From 2012 to 2013, 80% of MOOC learners were from countries with high or very high HDI ratings. The rate slightly increased from 2015 to 2016, with most of new registrations and certifications emerging in MDCs than in LDCs.
ILMx MOOC target course-consumers were students from less-developed countries (LDCs) and countries in transition. The data shows, however, the learner’s geographic concentration of enrolments in ILMx MOOC has similar patterns, that more than 50% are from affluent countries and neighborhoods, and markers of socioeconomic status. For example, we found that about half of the participant enrolled in the 1
st ILMx MOOC were from more developed countries (MDCs) such as USA, Germany, United Kingdom, Canada, and Finland. In the same vein, the main countries of residence of the second offering not only emerged from MDCs including Germany, United Kingdom, USA, and Canada but also LDCs such as Nigeria, Uganda, India, Philippines, and Indonesia. These varying geographical coverages of enrolments and certifications of ILMx MOOC are significantly associated with course design elements (e.g., motivations, goals, content structure, and development history) as well as digital marketing and promotions (e.g., through TUM LMLT alumni clusters in cooperation with international organizations such as UN-Habitat and FIG). Contrary to expectations, we found a slight difference between earlier findings by [
21] and our findings. We observed that a slightly more distributed proportion of affluent countries (50%) were among the top 10 countries, compared to an edX average (80%). As compared to common trends, we may assume that the topic of land management stands out, dealing with more global sustainable development related issues such as climate change, food insecurity and food shortages, migration, natural and man-made disasters and conflicts, and land grabbing.
5.4. Critical Reflection
We found that there exist considerable similarities between the learners’ ratings of the 1
st and 2
nd iterations of ILMx MOOC (see
Figure 5). In terms of course content, we reveal that learners have shown a high degree of satisfaction with the content offered in six units. ILMx MOOC is designed for an introductory level with a self-paced course model so that learners rated the course correspondingly easy to understand. Maintaining an appropriate balance between text and media as well as theory and exercise led to increasing overall learner satisfaction, motivation, and performance. Nevertheless, we must respond to critics who answer that this course is somewhat abstract and having an issue with the quality of a transcript (e.g., video lectures and written materials) and access on a mobile device. For the discussion forum, the respondents agreed or strongly agreed that scrolling down all the threads to see what others have posted was not distracting, but interacting with each other about a specific subject was not as effective as they expected, with statements such as “I tried to respond to some folks replies, but I never hear back.” People agreed with the fact that the exercise is helpful, but they also found that answers are sometimes duplicated or incorrect and include topics from the recommended readings we provided. Most positive comments were that they inspired awareness of land management problems in their countries or regions throughout the homework. They, on the other hand, also pointed out the lack of interactions among enrolled students for the peer assessments to give-and-take the feedback. In terms of testing, learners tend to more prefer open response assessments (ORA) the same as the homework. More critically, they found the exams are rather complicated and difficult to understand or select correct answers, as well as facing technical issues.
Among the criteria, what learners most liked in ILMx MOOC can be summarized as follows:
Videos are informative combined with text;
Simplicity, brevity, and clarity of terms and key concepts on land management;
Rich real-life examples provided by additional materials;
quick overview and summary notes.
On the other hand, they brought more critical issues and recommendations when considering how the course should improve:
The ambiguity of some answers in the drag and drop exercises;
Different types of homework;
English copy-editing;
More diagrammatic representations;
The incompleteness of hand-outs;
Stimulating interactions among enrolled students and between the learners and instructors;
Including more examples from Europe, North America, and the UK (examples are only focused on developing countries);
Adding other types of videos (e.g., interviews with experts in the field, or portions of workshop discussions dealing with land management issues).
These criticisms and recommendations are clear evidence that we can further curate and sustain a culture of excellence to the global audience and those who are interested, and we believe that ILMx MOOC is the way forward.
One of the most frequently stated problems questioned by many MOOC studies is about the quality of content and the teaching and learning process in MOOCs. In the same vein, what is not yet clear is the role of accreditation with MOOCs that is regarded as a primary means of assuring and improving quality. There are still many unanswered questions about the accreditation [
26]: baseline to determine (e.g., curricula, faculty, and student support); necessity of accreditation (e.g., non-credit offerings to mass audience, a peer-to peer or automated assessment and use of data analytics); review elements (e.g., types of accreditations); tools needed (e.g., conversion of college and university credits); and quality review. Meanwhile, there are few initiatives provided by MOOC providers and accreditation agencies (e.g., Coursera protocol; ACE and CHEA in USA; EFQUEL and EADTU in Europe; etc. and see further details in [
27]).
5.5. Learning by Doing: MOOCs in Land Management
Education for sustainable development (ESD) is commonly understood as “education that encourages changes in knowledge, skills, values and attitude to enable a more sustainable and just society for all” [
28]. ESD consists of two thematic strands: content (labelled holism or holistic approach) and pedagogy (labelled as pluralism) [
29,
30]. On the one hand, it emphasizes multi-faceted perspectives on content and outcomes (e.g., including environmental, social, and economic dimensions of sustainable development), on the other hand, it reflects the complexity of teaching and learning processes and environment (e.g., adopting learner-centered teaching strategies such as critical thinking, participatory decision making, value-based learning, multi-method approaches, and social learning). Moreover, ESD underlines learning practices which are locally relevant (local priorities), culturally appropriate (context-driven), and globally recognized (global needs) [
31]. More recent attention has focused on the provision of socio-technological trends that affect the way of learning, teaching, and understanding knowledge and education (e.g., blockchain, machine learning, MOOCs) [
32].
Recent debates on education for sustainable development (ESD) in the field of land management have led to a renewed interest in the effects of disruptive technologies, dealing with varying themes: climate change, biodiversity, sustainable production and consumption, global justice, disaster risk reduction, and poverty reduction [
28]. The knowledge boundaries of land management between science and practice are crumbling down due to the advancements in disruptive technologies. Land-related problems (e.g., climate change, food insecurity and food shortages, migration, natural and man-made disasters and conflicts, and land grabbing) are no longer a problem of any single country, region, and person, but are expanding into global, intergovernmental, regional, and community affairs. Thus, to widen knowledge of land management and gain a greater insight into the issues that affect land management not only in one country but also from countries around the world is one of the key agendas. However, a conventional higher education system based on mainly on-campus teaching methods do not adequately meet all the requirements to support multi-dimensional sustainable land management challenges in both science and practices and reach a massive and global audience at present.
The experimental work presented here explores, for the first time, the effects of MOOCs in the land management domain that enable educational institutions and citizens to co-shape and co-produce knowledge and its culture of excellence by providing substantial evidence about demographic (the average number of participants: 2400) and geographic (a variety of countries: 150) patterns. MOOCs is a powerful tool for curating a culture of excellence in land management around the globe, even though MOOCs cannot replace every form of classes in higher education institutions. However, we believe that the culture of excellence in land management shall be supported by ‘engaged excellence’, which means that the high-quality and rigorous knowledge we produce and accumulate is coupled closely with the extensive engagement with particular countries, localities, and people through practices, partners, and students who have faced land matters [
33,
34].
One of the critical implications we acknowledge throughout our experiences with MOOCs is how we motivate people those who have different backgrounds (e.g., nationalities, genders, degrees, professions, and reasons for enrolment etc.) in order to participate and complete the course. Moreover, they tend to have different motivations than audiences in traditional courses [
35]. In the context of ILMx MOOCs, we made our email communication both informative and beneficial (e.g., providing useful websites; recommended readings and activating the new Dynamic Pacing—weekly content highlight feature on edX etc.) that may encourage learners’ active engagement with course content and discursive participation in dealing with land management issues and trends in a forum. We also have categorized motivations for enrolments in ILMx MOOC by reviewing approximately 200 threads of participants’ pool in the discussion forum (72 threads in the 1
st ILMx MOOC and 114 threads in the 2
nd ILMx MOOC). The most common causes for enrolment in ILMx MOOCs were investigated to gain insight (knowledge) into the fundamentals of land management and to share experiences and best practices in land management globally; and fulfilling their current and future needs (e.g., preparing for their advanced studies and further develop their professional depth in land management). To communicate effectively with more than 2000 learners, we need to put more efforts in designing, developing, and teaching MOOCs. More practically, a weekly Q&A session using social network services (e.g., Facebook; Twitter; LinkedIn etc.) and a monthly live video session for further discussion between instructors and learners will stimulate and motivate learners’ interest. However, these also require substantial time and heavy workloads that engage instructors with ORA, assignments, assessments, and discussions alongside their on-campus teaching.
When we examine the profiles of enrolled students in ILMx MOOCs, we found that they hold varying professional careers in land sectors over the world: civil engineers, economists (e.g., land, environmental and development), urban planners, lawyers, natural resource managers, land surveyors, geographers, geologists, journalists, government officers, humanitarian agencies, lecturers (professors), architects, farmers etc. We, therefore, note that MOOCs in land management not only attract students of land management and land tenure, but also those who have academic backgrounds of geodesy, civil engineering, transportation engineering, geography, environmental engineering, environmental planning, politics, public administration (governance), urban, regional, and spatial planning. Moreover, international professionals especially working in the fields of land management, land tenure, land law, land administration, land economics, land development can be targeted groups for MOOCs in land management. When designing, developing, and teaching MOOCs in land management (e.g., curriculum co-development; country-specific case study experts’ interviews; staff exchanges for co-teaching and co-research) in cooperation with multilateral and bilateral agencies active in the field of land management (e.g., UN-Habitat, GLTN, GIZ), the course should be made to be easy to deliver global land management challenges and international agendas such as Sustainable Development Goals (SDGs).