This document discusses learner participation and engagement in massive open online courses (MOOCs). It presents research on how the open nature of MOOCs leads to high dropout rates. The document outlines several hypotheses about factors that influence learner engagement, including personal characteristics and course design elements. It then describes the design of two MOOCs - one using only online elements and one blending online and offline interactions. Learner engagement and participation metrics like posting and interaction rates were higher in the blended MOOC compared to the purely online one. The document concludes that MOOC learner motivations differ from traditional students and that course design can impact engagement levels.

1. Learner participation in a
massive open online course
Wilfred Rubens
http://www.wilfredrubens.com

2. EMMA
• Providing multilingual access
to European MOOCs
• Project, supported by EU
• System for delivery of MOOCs
in multiple languages from
different European universities
2
#EUMoocs
http://europeanmoocs.eu/

3. Content
• Motivation research
• Engagement in MOOCs
• Hypotheses
• Design MOOCs
• Engagement MOOC e-learning
• Design MOOCs and results
• Discussion
3

4. Foto: Audrey Watters

5. Foto: Audrey Watters
Quality
issue:
research input
for improving
concept

6. Motivation research
• Clow (2013): funnel of
participation caused by
open and online nature of
MOOCs
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Enrollments
Completion

7. Motivation research
• Clow (2013): funnel of
participation caused by
open and online nature of
MOOCs
5
Enrollments
Completion
Drop out?
Intentions learners differs
Specific learning needs
Permissiveness MOOC

8. Engagement learners in MOOCs
• Shortcomings currents definitions
• Time investment
• Amount of activities
• Activities outside MOOC
• Depth of study activities
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9. Hypotheses
• More complex
• Personal factors
• Design MOOC
• Process MOOC
• Content MOOC
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Engagement in MOOC

10. 8

11. Design MOOCs
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MOOC e-learning MOOC blended learning
Turn around time 17 weeks 8 weeks
Workload Max. 120 hours Max. 64 hours
Group assignments No Yes
Set up Masterclasses, study
tasks, progress
sessions, resources
Orientation, live
session, weekly,
deepening, end-task,
resources
Certification Via learning track, €285 Directly, € 49,95

12. Methodology
• Questionnaire
• Activity streams
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13. Engagement MOOC e-learning
• 226 respondents: 80% started
• 40% stopped after 3 weeks, then gradually

14. • Lot of content used, relatively low degree of
interaction
• 23 participants logged in 3 weeks after closure
Engagement MOOC e-learning (2)

15. Engagement MOOC e-learning (3)
• 51,4% added own thoughts and ideas to
content MOOC
• 29% searched for additional information
• 58,7% discussed content with others
• 35,5% made notes
• Other activities: 0-13,8%
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16. 14
MOOC e-learning MOOC blended learning
Number of participants 890 1190
Learners active in
interaction
17%
1-50 posts
and replies
49%
1-77 posts
and replies
Post per learner 0,94 3,33
Post and replies per
learner
1,61 6,14

17. 15
MOOC e-learning MOOC blended learning
Intensity of participation
(self estimation)
82,1% (much) less
intensive as planned
Mean: 1,8; SD=0,912
64,9% (much) less
intensive as planned
Mean: 2,16; SD=1,119
Satisfaction 44,5% (very) satisfied
Mean: 3,22
SD: 1,064
53,1% (very) satisfied
Mean: 3,39
SD: 0,995

18. More analyses will follow
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19. Discussion and impact
• MOOC ≠ regular course (permissiveness)
• Motivation learners MOOC differ from
learners regular course
• Different preferences learners?
• Engagement can be influenced by design

20. 18

21. Contact
• wilfred.rubens@ou.nl
• wilfred@wilfredrubens.com
• http://www.wilfredrubens.com
• @wrubens