MOOC next week dropout prediction: weekly assessing time and learning patterns

Although Massive Open Online Course (MOOC) systems have become more prevalent in recent years, associated student attrition rates are still a major drawback. In the past decade, many researchers have sought to explore the reasons behind learner attrition or lack of interest. A growing body of literature recognises the importance of the early prediction of student attrition from MOOCs, since it can lead to timely interventions. Among them, most are concerned with identifying the best features for the entire course dropout prediction. This study focuses on innovations in predicting student dropout rates by examining their next-week-based learning activities and behaviours. The study is based on multiple MOOC platforms including 251,662 students from 7 courses with 29 runs spanning in 2013 to 2018. This study aims to build a generalised early predictive model for the weekly prediction of student completion using machine learning algorithms. In addition, this study is the first to use a ‘learner’s jumping behaviour’ as a feature, to obtain a high dropout prediction accuracy

Student Engagement in Aviation Moocs: Identifying Subgroups and Their Differences

The purpose of this study was to expand the current understanding of learner engagement in aviation-related Massive Open Online Courses (MOOCs) through cluster analysis. MOOCs, regarded for their low- or no-cost educational content, often attract thousands of students who are free to engage with the provided content to the extent of their choosing. As online training for pilots, flight attendants, mechanics, and small unmanned aerial system operators continues to expand, understanding how learners engage in optional aviation-focused, online course material may help inform course design and instruction in the aviation industry. In this study, Moore’s theory of transactional distance, which posits psychological or communicative distance can impede learning and success, was used as a descriptive framework for analysis. Archived learning analytics datasets from two 2018 iterations of the same small unmanned aerial systems MOOC were cluster-analyzed (N = 1,032 and N = 4,037). The enrolled students included individuals worldwide; some were affiliated with the host institution, but most were not. The data sets were cluster analyzed separately to categorize participants into common subpopulations based on discussion post pages viewed and posts written, video pages viewed, and quiz grades. Subgroup differences were examined in days of activity and record of completion. Pre- and postcourse survey data provided additional variables for analysis of subgroup differences in demographics (age, geographic location, education level, employment in the aviation industry) and learning goals. Analysis of engagement variables revealed three significantly different subgroups for each MOOC. Engagement patterns were similar between MOOCs for the most and least engaged groups, but differences were noted in the middle groups; MOOC 1’s middle group had a broader interest in optional content (both in discussions and videos); whereas MOOC 2’s middle group had a narrower interest in optional discussions. Mandatory items (Mandatory Discussion or Quizzes) were the best predictors in classifying subgroups for both MOOCs. Significant associations were found between subgroups and education levels, days of activity, and total quiz scores. This study addressed two known problems: a lack of information on student engagement in aviation-related MOOCs, and more broadly, a growing imperative to examine learners who utilize MOOCs but do not complete them. This study served as an important first step for course developers and instructors who aim to meet the diverse needs of the aviation-education community

MOOCs and quality:a review of the recent literature

This literature review presents a number of different perspectives from a broad range of sources relating to the nature of MOOCs and pertinent considerations of quality. Higher education providers are adapting to recent and rapid global changes, markets and technologies, seeking to maintain and improve quality, as well as develop partnerships with their students. MOOCs are resources that could potentially support many positive changes. Thinking about the stakeholders involved and how they might contribute helps maintain a balanced approach towards MOOCs. MOOCs might offer inspiration for higher education providers to revisit both student and staff engagement, and what quality assurance and enhancement entail in the MOOC context

The challenges of creating successful collaborative working and learning activities in online engineering courses

The authors consider a number of the issues that arise when developing online engineering courses, with a particular focus on group-based collaborative working and learning. They argue that these issues are more difficult to address in STEM subjects, where there is an expectation that students will work with heavyweight processes, requiring significant sharing of expertise and resources, rather than the lighter weight processes experienced by open, discursive groups in other subject areas. The paper considers the history of collaborative and cooperative working and learning in computer supported environments, leading to the current models of online support for such activities. It identifies the key challenges and success factors when developing online learning courses, drawn from both the research and the authors’ own experience. It considers the challenges of moving from face-to-face to online learning, and how these have been addressed, before focusing more closely on collaborative learning, particularly in Engineering and related subjects. The authors then report on the experience of running a MOOC for an EU research project, in which they attempted to use a heavyweight Engineering Design process, Concurrent Design (CCD) to support collaborative activities within the course. The design and development of the course is described, and then the operation of the MOOC and the experience of the students and tutors, concluded by a statistical view of the outcomes. The paper then draws some conclusions for the design and development of online courses in Engineering, and a consideration of how to deal with preparing students to engage with heavyweight processes, like CCD, in such online courses. Techniques involving pre-selection, filtering and blended learning are discussed, and considerations of the motivation of students when undertaking courses as part of qualification studies. We must develop techniques to support collaborative learning in online courses, as they represent the future

Los MOOC como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOC

This chapter considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics. It will then describe the 7Cs of Learning Design framework, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance.Este trabajo estudia las pedagogías asociadas con los diferentes tipos de Cursos Online Masivos y Abiertos (MOOCs por sus siglas en inglés: Massive Open Online Courses). Se argumenta que el discurso actual sobre el concepto de xMOOCs (basado principalmente en torno a la interacción con el contenido y la adopción esencialmente de un enfoque de aprendizaje conductista) y cMOOCs (que se centran en aprovechar el poder de los medios sociales y la interacción con los compañeros, con la adopción de un enfoque de aprendizaje conectivista), es una forma inadecuada de describir los tipos de MOOCs y las modalidades en las que los estudiantes se involucran con ellos. Se proporcionará una breve historia de la aparición de los MOOCs y la descripción de los actores principales. Se introducirá una forma alternativa de categorizar los MOOCs, en función de sus características clave. Luego, se describirá el modelo de las 7Cs para el diseño de aprendizaje, que puede ser utilizado para diseñar MOOCs con criterios más pedagógicos, lo que mejorará la experiencia del estudiante y asegurará la garantía de calidad

Critical reflection and dialogical learning design: moving MOOCs beyond unidirectional transmission of content

Distance education and e-learning has been around for some time now. The ubiquitous development of the internet (Sharples, 2007) has however made way for the emergence of new educational formats such as the much talked-about Massive Open Online Courses (MOOCs). Within MOOCs users have access to educational literature and tasks at all times, which allow users to fit the course into their own pace, place and Personal Learning Environment (Attwell 2007).Today MOOCs has spread across the globe, and in Denmark we now see institutions such as Aarhus University developing a new course with roots in the MOOC format, however without the ‘Massive’ part (Aarhus University, 2016).Over a 5 week period we conducted a netnographic (Kozinet, 2015) mixed methods research of the MOOC Blended Learning Essentials (https://www.futurelearn.com/courses/blended-learning-gettingstarted/2). Contrary to the acclaimed potentials of MOOCs, our research showed a pronounced lack of dialogue and a high degree of what Freire (1996) calls “the banking concept of education,” entailing a high amount of one-way knowledge transmission (Hoem, 2006). To circumvent these tendencies, the paper presents a case analysis and design framework for moving MOOCs beyond “the banking concept of education” and towards dialogue in ways that support critical thinking; a high-level cognitive skill essential to higher education (Laurillard, 2012).

REMOTE EDUCATION IN THE TIMES OF COVID-19 AND THE FUTURE OF E-LEARNING

Digitalization, globalization, and online learning have revolutionized the educational scenario. It was not long ago when remote learning, which essentially means learning without being physically present in the boundaries of an educational institution, was condemned and deemed "ineffective". However, the spread of the deadly COVID-19 virus has forced students and teachers to adopt remote learning, causing unprecedented changes in the learning process. Based on the recent switch to remote learning, it is safe to say that not only remote education ensures better reach and lifelong learning, but it is also learner-oriented, flexible, convenient, economical, and saves a lot of time and resources. The need of the hour is to make remote learning available to everyone, by broadcasting lessons on television, radio, social media, YouTube, distributing informative books, and attention-grabbing pamphlets. Keeping in mind the benefits and freedom that come with remote education, we can presume that remote education is here to stay. The present paper will analyze the educational scenario during COVID-19, andwill also discuss the future of E-learning as a brighter prospect for students around the world.  It will attempt to provide insights into the various aspects of remote learning through the analysis of the results ofan online survey, which was conducted on seventeen students from different countries all over the globe. The participants shared their views and experiences regarding the remote learning experiences during Covid-19.Keywords: Education during Covid-19, future of e-learning, remote learning as an effective tool to promote worldwide education and literacy