Alternative perspectives on MOOC success

This work is financed via a Grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the Grant No. 405-15-705 (SOONER/http://sooner.nu).Presentation provided during the EMPOWER webinar from the expert group on OER & MOOCs: Alternative perspectives on MOOC success. See also recording of the session at https://www.youtube.com/watch?v=QKve6dt4hLw&feature=youtu.be

MOOCs; vanwaar al die ophef?

MOOCs; vanwaar die ophef? Het nog maar zeer recente fenomeen MOOCs (massive open online courses) heeft zich in korte tijd al een onwrikbare positie weten in te nemen in het open online onderwijs. De hype rondom deze nieuwe manier van onderwijs geven bereikte zijn hoogtepunt in 2012, dat prompt werd uitgeroepen tot ‘het jaar van de MOOC’. Sindsdien vindt er een grote diversificatie en uitbreiding plaats van aanbieders en aanbod. De vraag is echter of de aandacht voor MOOCs wel terecht is. Wij proberen daarachter te komen door onderzoek naar MOOCs te doen.. Tijdens onze presentatie willen we een tipje van de MOOC-sluier optillen. Wat is een MOOC? Waarom krijgen ze zoveel aandacht? Wat zijn de (vermeende) voordelen en nadelen? Welke zaken en uitdagingen spelen er rondom MOOCs? Dit zijn allemaal vragen die tijdens deze bijeenkomst de revue zullen passeren

Dropout a problem? A matter of perspective

Presentation about the need to reconsider the definition of dropout in MOOCs

Refining Success and Dropout in MOOCs Based on the Intention-Behaviour Gap

Currently success measurement of MOOCs is certificate- and completion-centric and fails to take student intention into account. This results in high dropout rates of 90-95%. While this view of success has been critiqued by the research community, no suitable alternative has yet been developed. This study addresses this gap and proposes a theoretically grounded model for measuring success and dropout in MOOCs.The reasoned action approach (RAA) by Fishbein & Ajzen (2010), which centers around the formation of an intention to achieve certain goals, serves as a theoretical framework for our model, in particular the intention-behaviour gap. A new typology of MOOC-takers based on intention-behaviour patterns is proposed. In addition, state and flow diagrams reflect the complexity and dynamics of this process. This model redefines success in MOOCs as all MOOC-takers who achieve their individually intended goals are considered successful. The model also provides insight into the dynamics of the intention-behaviour process on an individual level and therefor into possible reasons that can cause the intention-behaviour gap

Social Aspects of CSCL Environments: A Research Framework

Although there are research findings supporting the positive effects of computer-supported col- laborative learning (CSCL), problems have been reported regarding the learning process itself, group formation, and group dynamics. These problems can be traced back to impeded social interaction between group members. Social interaction is necessary (a) for group members to learn from each other in a CSCL environment and (b) for socioemotional processes to help cre- ate a social space where trust, sense of community, and strong interpersonal relationships exist. This article introduces a theoretical framework consisting of three core elements: sociability, social space, and social presence, along with their relationships with group members’ mental models, social affordances and learning outcomes. It postulates that the three core elements influence the social interaction needed for both learning and the emergence of a social space. This framework serves as a basis for a research agenda for systematic social CSCL research

The predictive value of motivation, education and support on the number of MOOCs enrolled

This presentations introduces results of a recent study that has been conducted based on data from five MOOCs across several providers

Influence of employer support for professional development on MOOCs enrolment and completion: Results from a cross-course survey

Although the potential of open education and MOOCs for professional development is usually recognized, it has not yet been explored extensively. How far employers support non-formal learning is still an open question. This paper presents the findings of a survey-based study which focuses on the influence of employer support for (general) professional development on employees’ use of MOOCs. Findings show that employers are usually unaware that their employees are participating in MOOCs. In addition, employer support for general professional development is positively associated with employees completing MOOCs and obtaining certificates for them. However, the relationship between employer support and MOOC enrollment is less clear: workers who have more support from their employers tend to enroll in either a low or a high number of MOOCs. Finally, the promotion of a minimum of ICT skills by employers is shown to be an effective way of encouraging employee participation in the open education ecosystem.JRC.J.3-Information Societ