While Massive Open Online Courses (MOOCs) may allow free education on an enormous scale, one of the biggest criticisms raised about MOOCs is that although thousands enrol for courses, a very small proportion actually complete the course. The release of information about enrollment and completion rates from MOOCs appears to be ad hoc at the moment - that is, official statistics are not published for every course. This data visualisation draws together information about enrollment numbers and completion rates from across online news stories and blogs.
The best collection of numbers related to mooc participation I've seen - so far. 'Participation' is a difficult thing to identify and define in the original cMOOC formats, where it is possible to visit without signing in so whilst unique visitor numbers can be extracted for the core site, engagement is difficult/ not possible to ascertain for these mooc formats. It is much clearer in xMOOCs, where sign-in is required and often fixed assignments are presented. In addition, in cMOOCs, and especially in the longer lasting ones (e.g. the 9 month #Change11) the notion of 'participation' isn't based on weekly attendance but on accessing those resources and conversations of interest to that participant.
So evaluating retention may be an illusion other than for some xMOOCs.
The comments on this blog are worth a careful read, they open discussion on many of the more nuanced points around completion v participation v 'persistence'. The language used to discuss this is not trivial, as some terms shift responsibility for performance between provider and learner.
I just completed teaching a MOOC on Computational Investing via coursera.org. I did some things right and a lot of things wrong. Here are my lessons learned from the first round. I'm very excited n...
Another view from inside. This is from a Coursera MOOC, which therefore has a very specific context and refers to computational investing - so again not entirely generalisable. Interestingly, the idea of rough and ready presentation quality advocated here is one not necessarily appreciated by many students...
What cost is there for students new to studying to attempt and not achieve course completion? This may be a growing discusison, balancing the opportunity provided with the possible effects of moocs. This gives a catalyst to thinking about the role of support and nature of learning in digital education.
Learning Design Implementation for Distance e-Learning: Blending Rapid e-Learning Techniques with Activity-based Pedagogies to Design and Implement a Socio-constructivist Environment. Mohammad Issack Santally, Yousra Rajabalee, ...
Not for the faint-hearted, this lengthy article does set out different approaches in 'distance eLearning' in a detailed fashion and comes to the conclusion that they are not mutually exclusive and can be part of a blended package. The 3 approaches examined are the e-book approach, rapid e-learning techniques, and online activity-based instructional design. Two learning design models are proposed for integrating these three and case studies provided.
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