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.

1. Alternative perspectives on MOOC success
Karel Kreijns & Maartje Henderikx
Welten Instituut
Open University of the Netherlands

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. The problem of
high drop-out rates
EMPOWER December 15, 2016
Pagina 3

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. 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. EMPOWER December 15, 2016
Pagina 6
We need
alternative perspectives on
MOOC success!
Daniel Schwen; GNU Free Documentation License

7. EMPOWER December 15, 2016
Pagina 7
Recognizing MOOCs
as
non-formal learning

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. 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. 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. 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. 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. 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. 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. 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. EMPOWER December 15, 2016
Pagina 16
Planning to enroll in a number of MOOCs

17. Planning to enroll in a number of MOOCs
EMPOWER December 15, 2016
Pagina 17

18. Selecting appropriate MOOCs
EMPOWER December 15, 2016
Pagina 18

19. Selecting appropriate MOOCs
EMPOWER December 15, 2016
Pagina 19
Ed-X Cousera

20. Actual enrollment in particular MOOCs
EMPOWER December 15, 2016
Pagina 20

21. EMPOWER December 15, 2016
Pagina 21
Intention and actual behavior
in a particular MOOC:
Identifying the MOOC taker

22. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 22

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. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 24
Exact as intented
inclined actor

25. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 25
Partly deviated &
Fully compensated
Exact as intented
inclined actor

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. 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. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 28
Less than intended
inclined abstainer

29. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 29
Partly deviated &
Under compensated
Less than intended
inclined abstainer

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. 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. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 32
More than intended
disinclined actor

33. Identifying the MOOC taker
EMPOWER December 15, 2016
Pagina 33
Partly deviated &
Over compensated
More than intended
disinclined actor

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. 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. EMPOWER December 15, 2016
Pagina 36
Dynamics of acting out
(initial) intentions
when enrolled in a
particular MOOC

37. EMPOWER December 15, 2016
Pagina 37

38. EMPOWER December 15, 2016
Pagina 38
Conclusions

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. EMPOWER December 15, 2016
Pagina 40