How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Encyclopedia of software components

Intelligent browsing through a collection of reusable software components is facilitated with a computer having a video monitor and a user input interface such as a keyboard or a mouse for transmitting user selections, by presenting a picture of encyclopedia volumes with respective visible labels referring to types of software, in accordance with a metaphor in which each volume includes a page having a list of general topics under the software type of the volume and pages having lists of software components for each one of the generic topics, altering the picture to open one of the volumes in response to an initial user selection specifying the one volume to display on the monitor a picture of the page thereof having the list of general topics and altering the picture to display the page thereof having a list of software components under one of the general topics in response to a next user selection specifying the one general topic, and then presenting a picture of a set of different informative plates depicting different types of information about one of the software components in response to a further user selection specifying the one component

Needs before means: the dialectics of learning and technology

The general argument advanced in this paper is that in the changing context of present-day higher education it is vital that our educational purposes and student needs are clarified before decisions are taken about the means, including the use of learning technology, of satisfying those purposes and needs. The development of a critical understanding is still seen as the central purpose of higher education even in the context of a more vocationally relevant mass higher education. It is argued here that dialogue is the key to critical learning based on a process of dialectical communication. The task then is to construct an understanding learning environment which fosters interaction between students, staff and resources, reconciling individual needs with collective purposes. The specific role of learning technology as a means of encouraging dialogue within a learning environment is illustrated through examples of language learning such as TLTP CKS33 and the RACE Hipernet Project. Through a dialectical process, the appropriate use of learning technologies in meeting students' changing needs can be progressively refined

Hypertext or Textbook : Effects on Motivation and Gain in Knowledge

Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The “new medium”, however, may cause cognitive overloads. Combined with gender-related variations in ability, self-efficacy or self-confidence, computers may even diminish learning effects. Our empirical study used a quasi-experimental design and the Intrinsic Motivation Inventory (IMI) to monitor efficacy in knowledge gain and motivation when using computer-aided versus textbook-based educational units. Our sample consisted of 393 eighth graders. One objective focused on gender effects associated with autonomous teacher-assisted learning via interactive software or an appropriate textbook. Both groups finished with a recapitulation with the teacher. A third group concluded a computer-aided lesson with a computer quiz. To provide evidence for DL we tested long-term memory after six weeks and examined its correlation with intrinsic motivation factors. In general, our intervention affected the girls’ but not the boys’ intrinsic motivation. We recorded significantly higher post-test scores in the textbook-based lesson, but the differences vanished in the retention test. The teacher-assisted consolidation phase increased long-term knowledge and positively intervened with the students’ interest. Thus, we found evidence for DL

Educational Environments using Technology

The term learning environments signifies every learning environment inside and outside the statutory classroom in which the training of new abilities and forms is sought just as we have already mentioned New educational environments in which we have the use of computers constitute educational software which undertakes the teaching of the cognitive subject in the curriculum An increasing number of new applications are being developed in order to enforce the teacher s role The computers as well as their accompanied software can be used in the teaching process in multiple ways as creative tools text editor as references encyclopaedia CD-ROM as communicative tools video conference or as tools for the teacher Hubbard 199

The design, implementation and evaluation of a web-based learning environment for distance education

In this study, the need was emphasised to investigate the effects of using the Web in teaching students at a distance using a multi-level evaluation framework. A Web-based learning environment was designed, developed, implemented and evaluated for this purpose. Constructivist epistemology provided the basis for developing various components and developing problem-centred and interactive activities. Management, tutorial, interaction and support components were designed to work with each other to construct the learning environment, deliver course content, facilitate interaction and monitor student progress.A methodology was designed to describe and assess the learning environment in terms of access (standardisation, speed, resources, the tutor and peers), costs (types, structure, factors influencing, etc.), teaching and learning functions (quality of course objectives, materials and resources, learning approach and student achievement), interactivity (quantity and quality of student-tutor and student-peer interaction), user-friendliness (user-interface design, ease of use and navigation design) and organisational issues. The learners were Egyptian first-grade secondary school students (32), assigned randomly, and the topic selected for the course being developed was mathematics. Feedback was obtained from both learners and experts in distance education and on-line learning during the developmental and field-testing of the learning environment. Quantitative and qualitative methods (on-line student and expert questionnaires, students' logs, performance in formative evaluation, content analysis of peer discussions, achievement test and cost-analysis) were combined to gain insights into students' satisfaction with the different instructional and technical features and capabilities of the learning environment, achievement of course objectives in comparison with conventional classroom students, factors influencing their learning and perceptions and the unit cost per student study hour.The results indicated that although the learning environment and course materials were accessible, interactive, well-structured, user-friendly and achievement was successful for the on-line group, no significant differences were identified between the on-line students and traditional classroom students in overall achievement or achievement of low-order and high-order learning objectives. In addition, it is unlikely any cost saving would be made from shifting to the Internet to deliver instruction and many major factors were found to influence the development and support costs of on-line learning

Augmentative communication device design, implementation and evaluation

The ultimate aim of this thesis was to design and implement an advanced software based Augmentative Communication Device (ACD) , or Voice Output Communication Aid NOCA), for non-vocal Learning Disabled individuals by applying current psychological models, theories, and experimental techniques. By taking account of potential user's cognitive and linguistic abilities a symbol based device (Easy Speaker) was produced which outputs naturalistic digitised human speech and sound and makes use of a photorealistic symbol set. In order to increase the size of the available symbol set a hypermedia style dynamic screen approach was employed. The relevance of the hypermedia metaphor in relation to models of knowledge representation and language processing was explored.Laboratory based studies suggested that potential user's could learn to productively operate the software, became faster and more efficient over time when performing set conversational tasks. Studies with unimpaired individuals supported the notion that digitised speech was less cognitively demanding to decode, or listen to.With highly portable, touch based, PC compatible systems beginning to appear it is hoped that the otherwise silent will be able to use the software as their primary means of communication with the speaking world. Extensive field trials over a six month period with a prototype device and in collaboration with user's caregivers strongly suggested this might be the case.Off-device improvements were also noted suggesting that Easy Speaker, or similar software has the potential to be used as a communication training tool. Such training would be likely 10 improve overall communicative effectiveness.To conclude, a model for successful ACD development was proposed