who is taking european moocs and why? a large-scale, cross provider data collection about...
TRANSCRIPT
Who is taking European MOOCs and why? A large-scale, cross provider data
collection about participants of European Open Online Courses
Edmundo Tovar
Open Education Global Conference, Banff April 2015
Technical University of Madrid Rosa Cabedo, Marco Kalz, Jaap Walhout,
Karel Kreijns, Ge Niellisen, Jonatan Castaño-Muñoz, Teresa Guasch, Anna Espasa, Nikolaos Floratos
Agenda
I. The Moocknowledge project
II. The research model
III. First data collection and preliminary analysis
IV. The case of Language MOOCs
IV. Invitation to MOOC providers
I. The Moocknowledge project
Building a knowledge base on European MOOC learners. Aligned with European policies ü Europe 2020 strategy: it is essential to concentrate on
smart, sustainable and inclusive growth to remain competitive and to overcome the current economic crisis.
ü Modernization of the European Education and Training system, with a special focus on early school leavers and increasing tertiary education attainment
ü Enhancing both the acquisition of digital competences and the modernisation of education to generate growth, employment and social inclusion
ü Opening up Education: Innovative teaching and learning for all through new technologies and Open Educational Resources
ü Liyanagunawardena, Adams, & Williams (2013) The learner perspective of MOOCs is underrepresented
ü Fischer (2014)“both the hype and the underestimation [of MOOCs are more based on assumption and beliefs than theoretical groundings and qualitative and quantitative data”
ü Many in-depth studies on which these assumptions are based, are stemming from an English language context
Building a knowledge base on European MOOC learners. Motivation: Lack of data and empirical evidence
• It is needed to provide a good picture of the cultural, socio-economic and motivational diversity of participants of European open online courses
Building a knowledge base on MOOC learners. IPTS Goals ü To assess the current perspective of learners as
participants of European MOOCs.
ü To collect a large-scale data basis about participants of (European) MOOCs Longitudinal and systematic data collection (2014-2016)
ü Addressing intention vs behavior gaps
ü IMPACT of Open Education on labor market conditions and formal education outcomes
ü Standardized & multilingual questionnaires
ü Audiences:
policy-making by the European Commission MOOC providers to build open online education
Building a knowledge base on European MOOC learners ü Initiated and funded by JRC IPTS
ü Partners: OUNL, UPM, UOC
ü Support of GO-GN Network
II. The research model
Building a knowledge base on European MOOC learners. Theoretical background Research model ü Other frameworks have guided the construction of a
standardized survey instrument based on items validated earlier, and on the other hand, they also allow a systematic analysis of the data at a later stage.
ü These frameworks offer a basis for the prediction of human social behaviour
Building a knowledge base on European MOOC learners ü The project aims to establish large-scale cross-provider
data collection on European MOOCs
ü The project aims to deliver insights about the following variables collected from participants of European Massive Open Online Courses (MOOCs):
• socio-economic profile, • lifelong-learning profile, • ICT-profile, • MOOC profile, • Motivation Impact on study success /job success
Research model
Survey instrument
• Prequestionnaire
ü Person related information ü Learning & profesional development activities ü ICT profile ü Motivation
• Postquestionnaire
ü Person& related experience ü Learning experience ü Assessment
III. First data collection and preliminary analysis
First data collection
1,204 fully filled in questionnaires from the pre-survey and 172 questionnaires from the post-survey.
Results. Demographic details
Results. Economic profile and employer appreciation
Nearly 45% of the sample is currently employed for wages, while 18.5 % is currently unemployed. 15.8 % of the sample are students and 12.7% are self-employed.
Results. Economic profile and employer appreciation
Nearly 50% who have filled in these questions (employed people) have mentioned that there is some form of appreciation by the employer available for MOOCs
Results. Economic profile and employer appreciation
Nearly 50% who have filled in these questions (employed people) have mentioned that there is some form of appreciation by the employer available for MOOCs
Results. Economic profile and employer appreciation
Around 30% of the employed participants in MOOCs report that there is some form of support by their employer to professional development in general
Only the 21% of fresh entry-level position are supported by employers, while approximately 47 % of the managers are supported.
Results. Economic profile and employer appreciation
Results. Lifelong learning profile
Most participants have enrolled in the past in 3 – 5 open online courses.
Results. Lifelong learning profile
Approximately 50% of the participants have completed between 1 – 3 open online courses before.
Discussion
IV. The case of Language MOOCs
Thematic studies: the case of LMOOCs
• Encouraging LifeLong Learning of Languages • Encouraging among adults • Recognition of language skills gained through non-
formal education • Enhancement of professional opportunities • Integration into a community. • Leisure activities
Thematic studies: the case of LMOOCs
• Suitability in the MOOC format • Degree of implementation of assessment tools
Common European Framework of Reference for Languages: CEFRL European Language Portolio ELP Guidelines for learning and teaching languages in the European context Communicative activities Linguistic competence: vocabulary, grammar, stress and pronunciation
• Interaction Learner-learner, learner-teacher/lecturer, learner-content
• Certification Official certifications
PRE and POS Questions
Which interactions are important for your learning process?. • Learner – Learner interaction • Learner – Content interaction • Learner – Expert/Tutor interaction
PRE
POS How much have the following interactions been facilitated within the MOOC?. • Learner – Learner interaction • Learner – Content interaction • Learner – Expert/Tutor interaction
How satisfied have you been with this MOOC?. POS
Phase 2 BUIN Interaction
29,80%
45,27%
40,69%
-5,00% 10,00% 25,00% 40,00% 55,00% 70,00% 85,00%
100,00%
extremely unimportant
very unimportant
moderately unimportant
neutral moderately important
very important
extremely important
Phase 2 (PRE). Interaction
L-L L-C L-ET
31,13%
45,70%
21,19%
-5,00% 10,00% 25,00% 40,00% 55,00% 70,00% 85,00%
100,00%
not at all very little little somewhat to some extent
to a great extent
completely
Phase 2 (POS). Interaction
L-L L-C L-ET
V. Invitation to MOOC providers
Cooperation Agreement
• Use the survey instrument to survey participant experiences in open online courses of the organization or partners of the organization.
• The goal of both parties is to collect as many data as possible from participants of the MOOC.
• Benchmarking report to the provider if goals of participation reached.
Cooperation Agreement
• The data will be stored in a secure and safe way in a digital repository.
• The MOOCKnowledge project members IPTS are allowed to include the data in cross-provider analysis activities.
Cooperation Agreement
• The MOOCknowledge project meets all the requirements of the the European Commission’s personal data protection policy..
• The MOOC provider retains the right to use the data-set of the MOOC and to produce scientific output based on this.
