The purpose of this study was to investigate learners’ experiences in marketing Massive Open Online Courses (MOOCs). The comments of 255 learners, collected from three top-rated marketing MOOCs, were analyzed with MAXQDA, a content analysis software. The analysis of the 517 meanings (unit of analysis) that emerged from these comments produced five themes and 16 associated categories valued by learners, each comprising several categories as follows: (a) topic and its categories: value, content, difficulty level, knowledge gain, insight increase, and cost effectiveness; (b) instructor and its categories: characteristics, content delivery, and communication; (c) peers and its categories: interaction and evaluation; (d) instructional design and its categories: workload, structuredness, and assessment; and (e) learning resources and its categories: quality and diversity. Among the 517 meanings, 448 were positive and 69 were negative, suggesting that the learners approved of the current practices of teaching and learning in the three marketing MOOCs. Further analyses showed that content delivery in the instructor theme and content and value in the topic theme were of considerable importance from the learners’ perspectives with regard to positive experiences; however, peer evaluation in the peers theme and assessment in the instructional design theme were negatively viewed by the learners. Discussion is provided to interpret the findings.

本研究的目的是调查学习者在营销大规模开放在线课程 (MOOC) 中的体验。使用内容分析软件 MAXQDA 分析了从三个顶级营销 MOOC 中收集的 255 名学习者的评论。对这些评论中出现的 517 种含义（分析单位）的分析产生了学习者重视的五个主题和 16 个相关类别，每个类别包括以下几个类别：(a) 主题及其类别：价值、内容、难度级别、知识增益、洞察力增加和成本效益；(b) 讲师及其类别：特征、内容传递和交流；(c) 同行及其类别：互动和评价；(d) 教学设计及其类别：工作量、结构化和评估；(e) 学习资源及其类别：质量和多样性。在 517 个含义中，448 个是积极的，69 个是消极的，表明学习者认可三个营销 MOOC 中当前的教学实践。进一步的分析表明，从学习者的积极体验角度来看，教师主题中的内容传递和主题中的内容和价值具有相当重要的意义；然而，学习者对同伴主题中的同伴评价和教学设计主题中的评估持负面看法。提供讨论以解释研究结果。进一步的分析表明，从学习者的积极体验角度来看，教师主题中的内容传递和主题中的内容和价值具有相当重要的意义；然而，学习者对同伴主题中的同伴评价和教学设计主题中的评估持负面看法。提供讨论以解释研究结果。进一步的分析表明，从学习者的积极体验角度来看，教师主题中的内容传递和主题中的内容和价值具有相当重要的意义；然而，学习者对同伴主题中的同伴评价和教学设计主题中的评估持负面看法。提供讨论以解释研究结果。