Massive Online CourseOpen
Inside a MOOC
Enrolled ‘Active’ Week 3
Assess
Week 5
Assess
Week 7
Assess
Optional
Essay
(Peer
marked)
Used
Forum
Statement of
Achieveme...
Student Engagement
Course
Level
Auditing Completing Disengaging Sampling
School 6% 27% 28% 39%
UG 6% 8% 12% 74%
PG 9% 5% 6...
http://hdl.handle.net/1842/6683
http://hdl.handle.net/1842/6683
MOOC Partners
Why MOOC? Students
http://hdl.handle.net/1842/6683
Why MOOC? Institutions
1. Raise Profile / Increase impact
2. Recruitment
3. Innovation
Massive open online courses: higher...
Signature Track
Validation
$89
3 credits
$7,000
MSc
$ < campus
credits
$150
3-5 credits
For credit
Views
VCsStudents
LecturersEducation
Folk
MOOC @ SMUC E-Learning Staff Development Day
MOOC @ SMUC E-Learning Staff Development Day
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MOOC @ SMUC E-Learning Staff Development Day

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Slides accompanying a short presentation at the St Mary's University College Staff Development Day, Wennesday 17th July, 2013.

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  • Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses`Completing&apos;: learners who completed the majority ofthe assessments oered in the class. Though these par-ticipants varied in how well they performed on the as-sessment, they all at least attempted the assignments.This engagement pattern is most similar to a student ina traditional class.2.`Auditing&apos;: learners who did assessments infrequently ifat all and engaged instead by watching video lectures.Students in this cluster followed the course for the major-ity of its duration. No students in this cluster obtainedcourse credit.3.`Disengaging&apos;: learners who did assessments at the be-ginning of the course but then have a marked decrease inengagement (their engagement patterns look like Com-pleting at the beginning of the course but then the stu-dent either disappears from the course entirely or sparselywatches video lectures). The moments at which thelearners disengage dier, but it is generally in the rstthird of the class.4.`Sampling&apos;: learners who watched video lectures for onlyone or two assessment periods (generally learners in thiscategory watch just a single video). Though many learn-ers \sample&quot; at the beginning of the course, there aremany others that brie y explore the material when theclass is already fully under way
  • C: 4m, 83, 400+E: 1m+, 24, 67U: ?, x, 25F: ?, 23 + 3, ?
  • 68 courses
  • MOOC @ SMUC E-Learning Staff Development Day

    1. 1. Massive Online CourseOpen
    2. 2. Inside a MOOC
    3. 3. Enrolled ‘Active’ Week 3 Assess Week 5 Assess Week 7 Assess Optional Essay (Peer marked) Used Forum Statement of Achievement 98,128 53,255 13,928 11,439 9,937 631 7,206 9,445 Introduction to Philosophy Academics 7 Teaching Assistants 4 Course Duration 7 weeks Videos 36 Average Video Length 7 mins 1 Academic lead per week Academics active in Forums Assessment: Weekly Quizzes 50% pass mark (across all Quizzes) Wiki, social media, Google Hangouts Not used http://hdl.handle.net/1842/6683
    4. 4. Student Engagement Course Level Auditing Completing Disengaging Sampling School 6% 27% 28% 39% UG 6% 8% 12% 74% PG 9% 5% 6% 80% Based on 3 Computer Science Courses taught by Stanford University on Coursera • Auditing – engaged with content, didn’t complete assessments • Completing – completed the majority of assessments • Disengaging – started early assessments but dropped out • Sampling – watch a few videos (usually just one) http://stanford.io/1bFkqnM
    5. 5. http://hdl.handle.net/1842/6683
    6. 6. http://hdl.handle.net/1842/6683
    7. 7. MOOC Partners
    8. 8. Why MOOC? Students http://hdl.handle.net/1842/6683
    9. 9. Why MOOC? Institutions 1. Raise Profile / Increase impact 2. Recruitment 3. Innovation Massive open online courses: higher education's digital moment? (UUK, 2013) http://bit.ly/UUKMOOCS Why MOOC? Partners 1. Educate the world? 2. Revenue?
    10. 10. Signature Track Validation
    11. 11. $89 3 credits $7,000 MSc $ < campus credits $150 3-5 credits For credit
    12. 12. Views VCsStudents LecturersEducation Folk

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