alternative perspectives on mooc success
TRANSCRIPT
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Alternative perspectives on MOOC success
Karel Kreijns & Maartje Henderikx
Welten Instituut
Open University of the Netherlands
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Overview
• The problem of high drop-out rates
• Non-formal learning with MOOCs: Personal curriculum
• Two levels of pursuing a personal curriculum
– Planning to enroll in a number of MOOCs (level one)
– Selecting appropriate MOOCs (transition)
– Actual enrollment in particular MOOCs (level two)
• Intention and actual behavior in a particular MOOC: Identifying the MOOC
taker
• Dynamics of acting out (intial) intentions when enrolled in a particular MOOC
• Conclusions
• Questions
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The problem of
high drop-out rates
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The problem of high drop-out rates
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MOOC providers report high drop-out rates which on average range from
90 to 95%
http://http://www.katyjordan.com/MOOCproject.html
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The problem of high drop-out rates
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Definition from F2F education
Students who leave
education without an
end-qualification
N students without
certificate / N enrolled
students = dropout
MOOC provider perspective
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We need
alternative perspectives on
MOOC success!
Daniel Schwen; GNU Free Documentation License
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Recognizing MOOCs
as
non-formal learning
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Non-formal learning with MOOCs: Personal curriculum
• The learning landscape
– Formal learning: Formal learning is typically institutionally
sponsored, classroom-based, and highly structured
– Informal learning: Learning that happens incidental and
as a consequence of being involved in daily activities; the
opposite of formal learning.
– Non-formal learning: Between formal and informal
learning.
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Non-formal learning with MOOCs: Personal curriculum
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Werquin, P. (2010). Recognising non-formal and
informal learning: Outcomes, policies and practices.
OECD
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Non-formal learning with MOOCs: Personal curriculum
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Werquin, P. (2010). Recognising non-formal and
informal learning: Outcomes, policies and practices.
OECD
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Non-formal learning with MOOCs: Personal curriculum
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Werquin, P. (2010). Recognising non-formal and
informal learning: Outcomes, policies and practices.
OECD
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MOOC takers have a personal curriculum
Why?
• Career benefits
– Will allow me to find a new job
– Will keep me updated in the field of my current job
– Will allow me to get a promotion
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http://pixabay.com:
under Creative Commons CC0
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MOOC takers have a personal curriculum
Why?
• Career benefits
– Will allow me to find a new job
– Will keep me updated in the field of my current job
– Will allow me to get a promotion
• Educational benefits
– Will allow me to complete the prerequisites for an academic program
– Will refresh key concepts within my field of study
– Will help me to prepare for a standardized examination
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http://pixabay.com:
under Creative Commons CC0
http://pixabay.com:
under Creative Commons CC0
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MOOC takers have a personal curriculum
Why?
• Career benefits
– Will allow me to find a new job
– Will keep me updated in the field of my current job
– Will allow me to get a promotion
• Educational benefits
– Will allow me to complete the prerequisites for an academic program
– Will refresh key concepts within my field of study
– Will help me to prepare for a standardized examination
• Personal benefits
– Will allow me to spend my spare time useful
– Will raise my self-esteem
– Will save me money
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http://pixabay.com:
under Creative Commons CC0
http://pixabay.com:
under Creative Commons CC0
http://www.picserver.org:
Under creative commons CC BY-SA 3.0
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Two levels of pursuing a personal curriculum
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Ambition:
To upgrade yourself in
Electrical engineering
http://wonderfulengineering.com/free-engineering-hd-wallpapers-for-download/
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Planning to enroll in a number of MOOCs
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Planning to enroll in a number of MOOCs
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Selecting appropriate MOOCs
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Selecting appropriate MOOCs
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Ed-X Cousera
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Actual enrollment in particular MOOCs
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Intention and actual behavior
in a particular MOOC:
Identifying the MOOC taker
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Identifying the MOOC taker
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Identifying the MOOC taker
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For simplicity reasons we focus on the learning objects (lo’s)
in stead of focusing on the themes and topics
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Identifying the MOOC taker
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Exact as intented
inclined actor
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Identifying the MOOC taker
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Partly deviated &
Fully compensated
Exact as intented
inclined actor
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Identifying the MOOC taker
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Completely deviated &
Fully compensated
Partly deviated &
Fully compensated
Exact as intented
inclined actor
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Identifying the MOOC taker
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Completely deviated &
Fully compensated
Partly deviated &
Fully compensated
Exact as intented
inclined actor inclined actor by compensation
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Identifying the MOOC taker
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Less than intended
inclined abstainer
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Identifying the MOOC taker
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Partly deviated &
Under compensated
Less than intended
inclined abstainer
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Identifying the MOOC taker
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Partly deviated &
Under compensated
Completely deviated &
Under compensated
Less than intended
inclined abstainer
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Identifying the MOOC taker
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Partly deviated &
Under compensated
Completely deviated &
Under compensated
Less than intended
inclined abstainer inclined abstainer by under-compensation
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Identifying the MOOC taker
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More than intended
disinclined actor
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Identifying the MOOC taker
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Partly deviated &
Over compensated
More than intended
disinclined actor
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Identifying the MOOC taker
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Partly deviated &
Over compensated
Completely deviated &
Over compensated
More than intended
disinclined actor
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Identifying the MOOC taker
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Partly deviated &
Over compensated
Completely deviated &
Over compensated
More than intended
disinclined actor disinclined actor by over compensation
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Dynamics of acting out
(initial) intentions
when enrolled in a
particular MOOC
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Conclusions
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• Drop-out is only in the eye of the
MOOC provider
• Success and failure is only in
the eye of the MOOC taker
• MOOCs as a non-formal learning
are succesful
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