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Alternative perspectives on MOOC success
Karel Kreijns & Maartje Henderikx
Welten Instituut
Open University of the Netherl...
Overview
• The problem of high drop-out rates
• Non-formal learning with MOOCs: Personal curriculum
• Two levels of pursui...
The problem of
high drop-out rates
EMPOWER December 15, 2016
Pagina 3
The problem of high drop-out rates
EMPOWER December 15, 2016
Pagina 4
MOOC providers report high drop-out rates which on a...
The problem of high drop-out rates
EMPOWER December 15, 2016
Pagina 5
Definition from F2F education
Students who leave
edu...
EMPOWER December 15, 2016
Pagina 6
We need
alternative perspectives on
MOOC success!
Daniel Schwen; GNU Free Documentation...
EMPOWER December 15, 2016
Pagina 7
Recognizing MOOCs
as
non-formal learning
Non-formal learning with MOOCs: Personal curriculum
• The learning landscape
– Formal learning: Formal learning is typical...
Non-formal learning with MOOCs: Personal curriculum
EMPOWER December 15, 2016
Pagina 9
Werquin, P. (2010). Recognising non...
Non-formal learning with MOOCs: Personal curriculum
EMPOWER December 15, 2016
Pagina 10
Werquin, P. (2010). Recognising no...
Non-formal learning with MOOCs: Personal curriculum
EMPOWER December 15, 2016
Pagina 11
Werquin, P. (2010). Recognising no...
MOOC takers have a personal curriculum
Why?
• Career benefits
– Will allow me to find a new job
– Will keep me updated in ...
MOOC takers have a personal curriculum
Why?
• Career benefits
– Will allow me to find a new job
– Will keep me updated in ...
MOOC takers have a personal curriculum
Why?
• Career benefits
– Will allow me to find a new job
– Will keep me updated in ...
Two levels of pursuing a personal curriculum
EMPOWER December 15, 2016
Pagina 15
Ambition:
To upgrade yourself in
Electric...
EMPOWER December 15, 2016
Pagina 16
Planning to enroll in a number of MOOCs
Planning to enroll in a number of MOOCs
EMPOWER December 15, 2016
Pagina 17
Selecting appropriate MOOCs
EMPOWER December 15, 2016
Pagina 18
Selecting appropriate MOOCs
EMPOWER December 15, 2016
Pagina 19
Ed-X Cousera
Actual enrollment in particular MOOCs
EMPOWER December 15, 2016
Pagina 20
EMPOWER December 15, 2016
Pagina 21
Intention and actual behavior
in a particular MOOC:
Identifying the MOOC taker
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 22
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 23
For simplicity reasons we focus on the learning objects (lo...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 24
Exact as intented
inclined actor
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 25
Partly deviated &
Fully compensated
Exact as intented
incli...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 26
Completely deviated &
Fully compensated
Partly deviated &
F...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 27
Completely deviated &
Fully compensated
Partly deviated &
F...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 28
Less than intended
inclined abstainer
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 29
Partly deviated &
Under compensated
Less than intended
incl...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 30
Partly deviated &
Under compensated
Completely deviated &
U...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 31
Partly deviated &
Under compensated
Completely deviated &
U...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 32
More than intended
disinclined actor
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 33
Partly deviated &
Over compensated
More than intended
disin...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 34
Partly deviated &
Over compensated
Completely deviated &
Ov...
Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 35
Partly deviated &
Over compensated
Completely deviated &
Ov...
EMPOWER December 15, 2016
Pagina 36
Dynamics of acting out
(initial) intentions
when enrolled in a
particular MOOC
EMPOWER December 15, 2016
Pagina 37
EMPOWER December 15, 2016
Pagina 38
Conclusions
• Drop-out is only in the eye of the
MOOC provider
• Success and failure is only in
the eye of the MOOC taker
• MOOCs as a...
EMPOWER December 15, 2016
Pagina 40
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Alternative perspectives on MOOC success

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Karel Kreijns & Maartje Henderikx from the Open University of the Netherlands gave a presentation about the Alternative perspectives on MOOC success as part of the online events by expert pool OERs & MOOCs within EMPOWER.

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Alternative perspectives on MOOC success

  1. 1. Alternative perspectives on MOOC success Karel Kreijns & Maartje Henderikx Welten Instituut Open University of the Netherlands
  2. 2. Overview • The problem of high drop-out rates • Non-formal learning with MOOCs: Personal curriculum • Two levels of pursuing a personal curriculum – Planning to enroll in a number of MOOCs (level one) – Selecting appropriate MOOCs (transition) – Actual enrollment in particular MOOCs (level two) • Intention and actual behavior in a particular MOOC: Identifying the MOOC taker • Dynamics of acting out (intial) intentions when enrolled in a particular MOOC • Conclusions • Questions EMPOWER December 15, 2016 Pagina 2
  3. 3. The problem of high drop-out rates EMPOWER December 15, 2016 Pagina 3
  4. 4. The problem of high drop-out rates EMPOWER December 15, 2016 Pagina 4 MOOC providers report high drop-out rates which on average range from 90 to 95% http://http://www.katyjordan.com/MOOCproject.html
  5. 5. The problem of high drop-out rates EMPOWER December 15, 2016 Pagina 5 Definition from F2F education Students who leave education without an end-qualification N students without certificate / N enrolled students = dropout MOOC provider perspective
  6. 6. EMPOWER December 15, 2016 Pagina 6 We need alternative perspectives on MOOC success! Daniel Schwen; GNU Free Documentation License
  7. 7. EMPOWER December 15, 2016 Pagina 7 Recognizing MOOCs as non-formal learning
  8. 8. Non-formal learning with MOOCs: Personal curriculum • The learning landscape – Formal learning: Formal learning is typically institutionally sponsored, classroom-based, and highly structured – Informal learning: Learning that happens incidental and as a consequence of being involved in daily activities; the opposite of formal learning. – Non-formal learning: Between formal and informal learning. EMPOWER December 15, 2016 Pagina 8
  9. 9. Non-formal learning with MOOCs: Personal curriculum EMPOWER December 15, 2016 Pagina 9 Werquin, P. (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD
  10. 10. Non-formal learning with MOOCs: Personal curriculum EMPOWER December 15, 2016 Pagina 10 Werquin, P. (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD
  11. 11. Non-formal learning with MOOCs: Personal curriculum EMPOWER December 15, 2016 Pagina 11 Werquin, P. (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD
  12. 12. MOOC takers have a personal curriculum Why? • Career benefits – Will allow me to find a new job – Will keep me updated in the field of my current job – Will allow me to get a promotion EMPOWER December 15, 2016 Pagina 12 http://pixabay.com: under Creative Commons CC0
  13. 13. MOOC takers have a personal curriculum Why? • Career benefits – Will allow me to find a new job – Will keep me updated in the field of my current job – Will allow me to get a promotion • Educational benefits – Will allow me to complete the prerequisites for an academic program – Will refresh key concepts within my field of study – Will help me to prepare for a standardized examination EMPOWER December 15, 2016 Pagina 13 http://pixabay.com: under Creative Commons CC0 http://pixabay.com: under Creative Commons CC0
  14. 14. MOOC takers have a personal curriculum Why? • Career benefits – Will allow me to find a new job – Will keep me updated in the field of my current job – Will allow me to get a promotion • Educational benefits – Will allow me to complete the prerequisites for an academic program – Will refresh key concepts within my field of study – Will help me to prepare for a standardized examination • Personal benefits – Will allow me to spend my spare time useful – Will raise my self-esteem – Will save me money EMPOWER December 15, 2016 Pagina 14 http://pixabay.com: under Creative Commons CC0 http://pixabay.com: under Creative Commons CC0 http://www.picserver.org: Under creative commons CC BY-SA 3.0
  15. 15. Two levels of pursuing a personal curriculum EMPOWER December 15, 2016 Pagina 15 Ambition: To upgrade yourself in Electrical engineering http://wonderfulengineering.com/free-engineering-hd-wallpapers-for-download/
  16. 16. EMPOWER December 15, 2016 Pagina 16 Planning to enroll in a number of MOOCs
  17. 17. Planning to enroll in a number of MOOCs EMPOWER December 15, 2016 Pagina 17
  18. 18. Selecting appropriate MOOCs EMPOWER December 15, 2016 Pagina 18
  19. 19. Selecting appropriate MOOCs EMPOWER December 15, 2016 Pagina 19 Ed-X Cousera
  20. 20. Actual enrollment in particular MOOCs EMPOWER December 15, 2016 Pagina 20
  21. 21. EMPOWER December 15, 2016 Pagina 21 Intention and actual behavior in a particular MOOC: Identifying the MOOC taker
  22. 22. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 22
  23. 23. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 23 For simplicity reasons we focus on the learning objects (lo’s) in stead of focusing on the themes and topics
  24. 24. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 24 Exact as intented inclined actor
  25. 25. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 25 Partly deviated & Fully compensated Exact as intented inclined actor
  26. 26. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 26 Completely deviated & Fully compensated Partly deviated & Fully compensated Exact as intented inclined actor
  27. 27. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 27 Completely deviated & Fully compensated Partly deviated & Fully compensated Exact as intented inclined actor inclined actor by compensation
  28. 28. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 28 Less than intended inclined abstainer
  29. 29. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 29 Partly deviated & Under compensated Less than intended inclined abstainer
  30. 30. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 30 Partly deviated & Under compensated Completely deviated & Under compensated Less than intended inclined abstainer
  31. 31. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 31 Partly deviated & Under compensated Completely deviated & Under compensated Less than intended inclined abstainer inclined abstainer by under-compensation
  32. 32. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 32 More than intended disinclined actor
  33. 33. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 33 Partly deviated & Over compensated More than intended disinclined actor
  34. 34. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 34 Partly deviated & Over compensated Completely deviated & Over compensated More than intended disinclined actor
  35. 35. Identifying the MOOC taker EMPOWER December 15, 2016 Pagina 35 Partly deviated & Over compensated Completely deviated & Over compensated More than intended disinclined actor disinclined actor by over compensation
  36. 36. EMPOWER December 15, 2016 Pagina 36 Dynamics of acting out (initial) intentions when enrolled in a particular MOOC
  37. 37. EMPOWER December 15, 2016 Pagina 37
  38. 38. EMPOWER December 15, 2016 Pagina 38 Conclusions
  39. 39. • Drop-out is only in the eye of the MOOC provider • Success and failure is only in the eye of the MOOC taker • MOOCs as a non-formal learning are succesful EMPOWER December 15, 2016 Pagina 39
  40. 40. EMPOWER December 15, 2016 Pagina 40

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