The culture of education

The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention However, data about how the enrolment and completion figures have changed since the early courses is not consistently released This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion The average MOOC course is found to enroll around 43,000 students, 65% of whom complete the course Enrolment numbers are decreasing over time and are positively correlated with course length Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing

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Initial trends in enrolment and completion of massive open online courses

by M. Healey and A. Jenkins, York, Higher Education Academy, 2009, 152 pp., ISBN 978‐1‐905788‐99‐6 Healey and Jenkins have provided a comprehensive review of good practice in the field of undergrad...

Developing undergraduate research and inquiry

Massive Open Online Courses (MOOCs) are classes delivered in an online environment with several features that are different from previous approaches to online education The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses The objective of this study is to identify factors that enhance an individual' intention to continue using MOOCs, which a limited amount of research has previously explored A research model based on the information systems continuance expectation-confirmation model is proposed and tested with data collected in a large-scale study The research model explained a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, perceived, and user satisfaction Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs This study explores what influences an individual's intention to continue using MOOCsThis study examines the role of openness and reputation in the context of MOOCsReputation and openness are the strongest predictors of continuance to use MOOCs

Understanding the MOOCs continuance

Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness. One of the major recurring issues raised in both academic literature and the popular press is the consistently high dropout rate of MOOC learners. Although many thousands of participants enrolled on these courses, the completion rate for most courses is below 13%. This paper investigates MOOC attrition from several different perspectives. Firstly, we review existing literature relating to MOOC dropout rates, bringing together existing findings on completion rates and analyses of specific courses which identify factors that correlate to likelihood of dropout. We provide a meta-analysis of the basic figures on overall dropout rates previously collected to identify relationships between course factors and dropout rates. In addition, the literature is reviewed from a qualitative perspective drawing together perspectives on reasons for dropout and methods suggested for resolving or reducing the dropout rate. Secondly, using themes emerging from the initial investigation, we provide a preliminary analysis of data gathered from a Computing MOOC run by the University of Warwick, UK and presented using a Moodle platform. Different aspects of students’ demographic data are examined to see if relationships to persistence exist. An important feature of this course is that it has been run in two different parallel modes (“traditional” MOOC mode with peer support, and “supported” mode with real time, tutored programming labs). This allows direct comparison between the dropout figures for the two different modes. Qualitative information from student evaluations is also considered. Finally, we discuss our findings relating MOOC dropout rates, considering what factors are within the control of a MOOC provider and suggesting the most promising avenues for improvement. Our results indicate that many participants who may be classed as dropouts (for example, because they do not complete the necessary components to gain a certificate) are still participating in the course in their own preferred way (either at a slower pace or with selective engagement). This suggests that the structure of “a course” may not be helpful to all participants and supporting different patterns of engagement and presentation of material may be beneficial.

Dropout rates of massive open online courses : behavioural patterns

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through scholarly blogs, press releases as well as openly available reports and research papers. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address

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MOOCs and open education: Implications for higher education

Beyond MOOCs: Sustainable Online Learning in Institutions

This paper describes a model of personalized work-integrated learning that is collaborative in nature, uses emerging Internet technologies and is accessed fully online. The Ultraversity project was set up by Ultralab at Anglia Ruskin University to develop a fully online, 3-year duration, undergraduate degree programme with an emphasis on action inquiry in the workplace. The course design aimed to provide a highly personalized and collaborative experience. Students engage in the processes of inquiry together as a cohort, making it possible to collaborate and support each other in the online communities. The focus of this paper is on three aspects of personalization: students' use of technological infrastructure to develop online communities; integration of study in the workplace; and the work–study–life balance. Students were surveyed and interviewed after completion through questionnaire, telephone and face-to-face meeting. Transcripts were analysed using interpretive phenomenological analysis. This groun...

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Personalized learning and the Ultraversity experience

This chapter looks at the work of a team of remote workers and how they have developed into a Community of Practice (CoP). It explores the roles that technology and communication methods have on the formation and development of the community. In telling the story of the progression from a team of individuals to a CoP, the chapter provides a practical guide to others wishing to do the same. Two aspects of the work of the team are considered in depth: 1) Building Communication Systems across a Distributed CoP 2) Building commitment, ownership, engagement and focus in a Distributed CoP The team and community on which the chapter is based is one of some 20 people working remotely for Ultralab, a learning, technology and research centre in Chelmsford UK. The work of the team is online facilitation for the National College of School Leadership (NCSL). The team meet together approximately four times a year, using an online community space, the Facilitators' Forum, as their day-to-day working space.

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Building a Community of Practice: Technological and Social Implications for a Distributed Team

This paper reports on attempts to develop a new learning in the workplace degree based upon an online learning community approach. The paper describes the use of individualised learning plans, shared electronic portfolios and collaborative reflection on practice. Online strategies such as ‘hotseating’ and the use of workplace advocates are illustrated. The paper exhibits that it is possible to build an online community for an award‐bearing workplace learning degree but that new tools and approaches need to be developed to ensure self‐directed learning from experience and through reflection can take place in a community of learners.

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Stephen Powell

Papers

MOOCs and open education: Implications for higher education

Beyond MOOCs: Sustainable Online Learning in Institutions

Personalized learning and the Ultraversity experience

Building a Community of Practice: Technological and Social Implications for a Distributed Team

Learning in the workplace: a new degree online