M. CISEL, M. MANO emoocs2015
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This document analyzes learner categories and their evolution over multiple iterations of two MOOCs. The researchers classified learners into four categories - completers, disengaging, auditing, and bystanders - based on their level of engagement as measured by videos watched and quizzes submitted. They found the proportion of active participants tended to decrease over time, while course demographics and learners' intentions remained stable. Most course activity was driven by completers, while most auditing learners only explored a minor fraction of the content. Demographic factors had a more significant impact on completion rates in some contexts. The researchers are now analyzing more MOOCs and conducting interviews to better understand these dynamics and define metrics for MOO
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In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
• Changing how they conceive of and deliver student support and inclusive learning and assessment practices in a flexible way, and the place of blended learning in these endeavours.
Successful Statistics Course Redesign
Successful Statistics Course RedesignThe International Institute for Innovative Instruction at Franklin University
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course. Cz la eds-jun-21_v3
The document discusses research comparing learner perceptions and experiences across the Coursera and FutureLearn MOOC platforms. It provides details on the feedback gathering methods, demographic profiles, and factors influencing learner experiences on each platform. Various evaluation instruments like surveys are discussed, and key differences between the platforms are highlighted, such as Coursera having content assessments and discussion forums while FutureLearn does not. Motivations for taking courses are also analyzed through factor analysis, identifying themes like career development, exploration of the learning environment, and improving knowledge.
OER and new business models
The OpenER project at the Open University of the Netherlands aimed to increase access to higher education through open educational resources. It exceeded targets with over 550,000 unique website visits and 4,400 registered learners. Evaluation found most visitors and learners were satisfied and many planned to pursue further study. Lessons learned included needing top management support and identifying champions. The university will likely continue the OpenER approach, and is considering making all its materials open resources or launching a new initiative, depending on funding and policy changes.
Why Do Students Use Lecture Capture?
This document discusses a study conducted at the University of York to better understand student use and perceptions of lecture capture technology. The study used student diaries and interviews to gather data on how and why students use lecture recordings. Initial findings suggest that students strategize how they will use recordings during live lectures and that recordings are used as part of an overall study approach in addition to other resources, rather than just for note taking. The study aims to provide insights beyond typical measures of academic performance by exploring the student learning experience and how lecture capture impacts study behaviors.
Do Captions & Transcripts Improve Student Learning?
1) The study examined how the use of closed captions and interactive transcripts impacted learning in online courses at the University of South Florida St. Petersburg.
2) It found that students who used the captions and transcripts more frequently had better recall, comprehension, and application of the material compared to those who used them less. The majority of students also found the tools to be helpful.
3) The results suggest captions and transcripts can improve learning when incorporated as part of universal design and instructors should encourage their use as study aids. Making both tools available maximizes accessibility and benefits for students.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
Your Campus Is More Diverse, But Is It More Inclusive?
College students are more diverse than ever and bring with them to campus an array of experiences, perspectives, backgrounds, and beliefs. To adapt to changing populations, diversity officers and student affairs professionals must take concrete steps toward inclusive excellence.
Learn about the changing demographics and attitudes of college students, an overview of EVERFI’s Diversity, Equity & Inclusion for Students course, and expert guidance for building a campus community which is both diverse and inclusive.
A Tale of two MOOCs, M. Cisel & M. Mano
This paper discusses the evolution of learning engagement patterns and learners’ profiles
across sequential iterations in two MOOCs. Both courses were relatively stable over time from
the demographic point of view, with punctual but notable variations. In both cases, registrants
who completed the course tended to decrease in proportions over time as the proportion of
bystanders increased, but they were nevertheless responsible for most of the course activity in
terms of video consumption or quiz submission. We observed that the statistical associations
between engagement in the course and learners’ demographic variables were more acute in
specific tracks, suggesting that the impact of sociocultural and socioeconomic variables on
engagement patterns strongly depends on the context of the course.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d Social learning at massive scale LWMOOCs 2015 slideshare
FutureLearn is a massive open online course (MOOC) platform with over 2 million learners and 4 million course sign-ups. It was formed by The Open University and launched in 2013. FutureLearn partners with universities, organizations, and content providers to offer over 190 courses in various subjects. Analytics from FutureLearn courses show that while most learners view content, around 40% actively engage and a quarter of learners access courses via mobile devices. FutureLearn aims to design pedagogically informed MOOCs through approaches like social learning, visible teaching, and narrative-based learning to support open learning at massive scale.
MOOCs FOR Motivation: Promoting student engagement in higher education studies.
MOOCs FOR Motivation: Promoting student engagement in higher education studies.University of Newcastle, NSW.
This document summarizes a study examining how MOOCs can be used to enhance motivation, confidence, and self-regulated learning skills for students from non-traditional backgrounds entering higher education. Survey results found that students have some self-regulatory skills like goal-setting but desire more structure and support. Focus groups found students were positive about using a MOOC before university but wanted interactive course elements like livestreams and group projects. The study aims to observe students taking a MOOC to better understand how to support self-regulated learning and address tensions between student desires for flexibility versus more regulation and guidance.Beyond MOOCS – A Catalyst for Change
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Changing Patterns of MOOC Discourse
This study analyzed discussion posts from five MOOCs on Coursera to see how learner engagement changed over time. It found that discussions became more focused on course topics and linguistically complex in subsequent offerings of the MOOCs. Two statistical models showed discussion posts became significantly more on-topic and used higher grade level language as the courses were offered multiple times. However, the reasons for changing discourse patterns over time, such as habitual learners or a growing MOOC user base, require further exploration.
Ossiannilsson moodle mooc6 2015
Presentatiion at the MOODL MOOC 6 22nd May 2015 on How to motivate learners in online learning environments
Expanding the Freshman Experience
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Tait Hatzipanagos RIDE 2018
The session explored two of the recurring themes in the MOOC research literature (a) the potential of MOOCs for universities and teaching practice and (b) the quality of MOOCs and their relationship to higher education curricula and learning design. In our research we were particularly interested in the impact of MOOCs on teaching practice, and the reuse of MOOC content by teaching practitioners. We reported on our investigation of interviewing MOOC programme leaders and tutors on the broad issue of transfer of innovation from MOOCs into teaching practice. Our claim is that MOOCs can play a potentially significant role in innovating practice and curriculum design. Our findings reveal that this impact can be direct when MOOCs are embedded in the distance learning curriculum. Interestingly, when the impact is indirect and unintended, learning design features of MOOCs challenge and enrich ‘traditional’ and more established teaching practices in distance learning environments. In blended learning, the influence is on campus practices, e.g. introducing MOOC attributes into campus classes and reviewing assessment.
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M. CISEL, M. MANO emoocs2015
- 1. A Tale of two MOOCs : Analyzing Long-Term Course Dynamics Matthieu Cisel, Mattias Mano, Rémi Bachelet, Philippe Silberzahn
- 2. Ø How do learner categories evolve over iterations in two MOOCs? Ø What share of the course activity do the different categories represent ? Ø How do sociodemographic variables impact course completion ? Ø How robust are those results over iterations ? Research questions
- 3. q A first categorisation inspired from Ho et al. 2014 / Anderson 2014 Ø Completers: earn a certificate Ø Disengaging: do not complete, but submit at least a quizz Ø Auditing: Watch at least 10% of available videos, not a single quizz Ø Bystanders: Watch less than 10% of available videos, not a single quizz An arbitrary classification of learners based on their levels of engagement
- 4. Evolution of learner categories over iterations
- 5. Evolution of learner categories over iterations
- 6. Share of the course activity and learner categories
- 7. Video consumption behavior among disengaging and auditing learners Disengaging Auditing
- 8. Course demographics and completion rates Odds ra'o for demographics background on the probability to earn a cer'ficate
- 9. Take-away messages Ø Proportion of active participants tend to decrease over time Ø Course demographics and learners intentions remain quite stable Ø Most of the course activity is driven by the nucleus of completers Ø Most auditing learners explored a minor fraction of the course activity Ø Impact of demographics is more obvious in some specific contexts
- 10. Conclusion / on-going research q Can we find similar patterns in most MOOCs? Ø Currently analyzing around 15 MOOCs (Coursera, FUN, Unow) Ø Define more robust typology q How to interpret observed dynamics based on qualitative data? Ø 40 interviews with learners, 20 with MOOC instructors q How to measure the success of a MOOC based on learning analytics?