First results on survey benchmarking european MOOCs

1. First results on survey benchmarking European
collaboration on MOOCS
by the HOME project
Porto Conference: "Mapping The European MOOC Territory"
27 November 2014
Darco Jansen

3. HOME start with benchmark / analysis
“In WP2 we will start with an overall analysis of the current
situation …. And the opportunities to create a distinct added
value in a European network, etc.
a) determine the opportunities and characteristics for a
European cooperation on MOOCs and to further develop
these characteristics based on European values like
openness, equity, quality and diversity;
Among others based on
- Position papers submitted and
- Survey benchmarking MOOCs in Europe
Darco Jansen

5. MOOCs?
• Adopted definition by EU-projects: MOOCs are online courses
designed for large numbers of participants, that can be accessed by
anyone anywhere as long as they have an internet connection, are
open to everyone without entry qualifications, and offer a
full/complete course experience online for free
• Wikipedia: A massive open online course (MOOC) is an online course
aimed at unlimited participation and open access via the web. In addition
to traditional course materials such as videos, readings, and problem sets,
MOOCs provide interactive user forums that help build a community for
students, professors, and teaching assistants

6. Survey benchmarking MOOC strategies
• http://home.eadtu.eu/news/88-survey-on-benchmarking-mooc-
strategies-in-europe
• Until now 42 European institutions completed the survey
• 21 countries
• 19 institutions not offering a MOOC (yet)
• 2 institutions offering 10 or more MOOCs

7. US EU
0%
29%
33%
38%
Source: Allen, I. E., & Seaman, J. (2014, January). Grade change: Tracking online education in the United
States. Babson Survey Research Group and The Sloan Consortium.
http://www.onlinelearningsurvey.com/reports/gradechange.pdf

9. MOOCs?
• Adopted definition by EU-projects: MOOCs are online courses
designed for large numbers of participants, that can be accessed by
anyone anywhere as long as they have an internet connection, are
open to everyone without entry qualifications, and offer a
full/complete course experience online for free
• Wikipedia: A massive open online course (MOOC) is an online course
aimed at unlimited participation and open access via the web. In addition
to traditional course materials such as videos, readings, and problem sets,
MOOCs provide interactive user forums that help build a community for
students, professors, and teaching assistants

11. How important are dimensions of a MOOC (1)
• MOOCs must be designed for massive audience
36% (highly) relevant <-> 47% not/somewhat
• Anybody can enter the course, i.e. course is accessible to all people
without limitations.
71% (highly) relevant <-> 26% not/somewhat
• MOOCs should offer open license
55% (highly) relevant <-> 29% not/somewhat
• A MOOC should be for free, i.e. without any costs for participants
45% (highly) relevant <-> 17% not/somewhat
• In addition MOOC offers the opportunity for participants to get (for
a small fee) a formal credit
71% (highly) relevant <-> 26% not/somewhat

12. How important are dimensions of a MOOC (2)
• MOOCs should offer the course completely online
76% (highly) relevant <-> 14% not/somewhat
• The final exams of a MOOC for a formal credit should be offered
online as well (with respect of quality procedures, authentication)
69% (highly) relevant <-> 12% not/somewhat
• MOOCs should have a fixed starting and end date with imposed
pace for every participants
36% (highly) relevant <-> 43% not/somewhat
• At least the course content of a MOOC should be accessible
anytime. I.e. not only between start and end date
77% (highly) relevant <-> 12% not/somewhat
• MOOCs should be using proven modern online learning pedagogies
88% (highly) relevant <-> 5% not/somewhat

13. EU (2014)
Agree 19%
Neutral 26%
Disagree 55%

14. EU
Agree 40%
Neutral 46%
Disagree 14%

15. EU (2014)
Agree 79%
Neutral 21%
Disagree 0%

16. EU (2014)
Too Early to Tell 31%
Meeting very few 5%
Meeting Some 57%
Meeting Most/all 7%

17. EU
28,7%
2,3%
14,2%
33,4%
16,7%
2,3%
0,0%
0,0%
2,3%
Source: HOME project
- US: Allen, I. E., & Seaman, J. (2014, January). Grade change: Tracking online education in the United States.
Babson Survey Research Group and The Sloan Consortium.
http://www.onlinelearningsurvey.com/reports/gradechange.pdf

19. Thank you!!!
Darco.Jansen@eadtu.eu