Addressing retention and completion in MOOCs: a student-centric design approach

Liz Bacon; Lachlan M. MacKinnon; Mark  Anderson; Börje Hansson; Anne Fox; Mariano Cecowski; Tor Atle Hjeltnes; Demosthenes Stamatis

Addressing retention and completion in MOOCs: a student-centric design approach

Liz Bacon, Lachlan M. MacKinnon, Mark Anderson, Börje Hansson, Anne Fox, Mariano Cecowski, Tor Atle Hjeltnes, Demosthenes Stamatis

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The recent development of massively open online courses (MOOCs) has led to a plethora of courses being offered to the general public, as students, but these have had extreme issues of retention and completion with MOOCs typically returning less than 10% of students completing the course. As part of the dCCDFLITE EU project, the authors developed a MOOC on entrepreneurship and innovation,highlighting distributed concurrent design (dCCD) and the Osterwalder Canvas as tools for student use.The course was designed to be student-centric, expecting that students would work through the learning materials independently and then form in groups, using CCD, to develop their business plans. However,the experience of this MOOC, presented statistically in this paper, was no different from the norm, which leads the authors to consider whether we require new pedagogical models for this type of online learning,and how we should measure success in such environments.

Original language	English
Title of host publication	Proceedings of E-Learn
Subtitle of host publication	World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Editors	Curtis Ho, Grace Lin
Publisher	Association for the Advancement of Computing in Education
Pages	53-63
Number of pages	11
Volume	2015
ISBN (Electronic)	9781939797209
Publication status	Published - Oct 2015
Externally published	Yes
Event	E-learn : World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education - Kona, United States Duration: 19 Oct 2015 → 22 Oct 2015 http://www.aace.org/conf/elearn/

Conference

Conference	E-learn
Country/Territory	United States
City	Kona
Period	19/10/15 → 22/10/15
Internet address	http://www.aace.org/conf/elearn/

Keywords

Business
Instructional Design
Instructional Materials

Access to Document

https://www.learntechlib.org/primary/p/151990/.

Cite this

Bacon, L., MacKinnon, L. M., Anderson, M., Hansson, B., Fox, A., Cecowski, M., Hjeltnes, T. A., & Stamatis, D. (2015). Addressing retention and completion in MOOCs: a student-centric design approach. In C. Ho, & G. Lin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2015, pp. 53-63). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/151990/.

Bacon, Liz ; MacKinnon, Lachlan M. ; Anderson, Mark et al. / Addressing retention and completion in MOOCs : a student-centric design approach. Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. editor / Curtis Ho ; Grace Lin. Vol. 2015 Association for the Advancement of Computing in Education, 2015. pp. 53-63

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title = "Addressing retention and completion in MOOCs: a student-centric design approach",

abstract = "The recent development of massively open online courses (MOOCs) has led to a plethora of courses being offered to the general public, as students, but these have had extreme issues of retention and completion with MOOCs typically returning less than 10% of students completing the course. As part of the dCCDFLITE EU project, the authors developed a MOOC on entrepreneurship and innovation,highlighting distributed concurrent design (dCCD) and the Osterwalder Canvas as tools for student use.The course was designed to be student-centric, expecting that students would work through the learning materials independently and then form in groups, using CCD, to develop their business plans. However,the experience of this MOOC, presented statistically in this paper, was no different from the norm, which leads the authors to consider whether we require new pedagogical models for this type of online learning,and how we should measure success in such environments. ",

author = "Liz Bacon and MacKinnon, {Lachlan M.} and Mark Anderson and B{\"o}rje Hansson and Anne Fox and Mariano Cecowski and Hjeltnes, {Tor Atle} and Demosthenes Stamatis",

year = "2015",

month = oct,

language = "English",

volume = "2015",

pages = "53--63",

editor = "Curtis Ho and Grace Lin",

booktitle = "Proceedings of E-Learn",

publisher = "Association for the Advancement of Computing in Education",

address = "United States",

note = "E-learn : World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education ; Conference date: 19-10-2015 Through 22-10-2015",

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Bacon, L, MacKinnon, LM, Anderson, M, Hansson, B, Fox, A, Cecowski, M, Hjeltnes, TA & Stamatis, D 2015, Addressing retention and completion in MOOCs: a student-centric design approach. in C Ho & G Lin (eds), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. vol. 2015, Association for the Advancement of Computing in Education, pp. 53-63, E-learn , Kona, Hawaii, United States, 19/10/15. < https://www.learntechlib.org/primary/p/151990/.>

Addressing retention and completion in MOOCs: a student-centric design approach. / Bacon, Liz; MacKinnon, Lachlan M.; Anderson, Mark et al.
Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. ed. / Curtis Ho; Grace Lin. Vol. 2015 Association for the Advancement of Computing in Education, 2015. p. 53-63.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Addressing retention and completion in MOOCs

T2 - E-learn

AU - Bacon, Liz

AU - MacKinnon, Lachlan M.

AU - Anderson, Mark

AU - Hansson, Börje

AU - Fox, Anne

AU - Cecowski, Mariano

AU - Hjeltnes, Tor Atle

AU - Stamatis, Demosthenes

PY - 2015/10

Y1 - 2015/10

N2 - The recent development of massively open online courses (MOOCs) has led to a plethora of courses being offered to the general public, as students, but these have had extreme issues of retention and completion with MOOCs typically returning less than 10% of students completing the course. As part of the dCCDFLITE EU project, the authors developed a MOOC on entrepreneurship and innovation,highlighting distributed concurrent design (dCCD) and the Osterwalder Canvas as tools for student use.The course was designed to be student-centric, expecting that students would work through the learning materials independently and then form in groups, using CCD, to develop their business plans. However,the experience of this MOOC, presented statistically in this paper, was no different from the norm, which leads the authors to consider whether we require new pedagogical models for this type of online learning,and how we should measure success in such environments.

AB - The recent development of massively open online courses (MOOCs) has led to a plethora of courses being offered to the general public, as students, but these have had extreme issues of retention and completion with MOOCs typically returning less than 10% of students completing the course. As part of the dCCDFLITE EU project, the authors developed a MOOC on entrepreneurship and innovation,highlighting distributed concurrent design (dCCD) and the Osterwalder Canvas as tools for student use.The course was designed to be student-centric, expecting that students would work through the learning materials independently and then form in groups, using CCD, to develop their business plans. However,the experience of this MOOC, presented statistically in this paper, was no different from the norm, which leads the authors to consider whether we require new pedagogical models for this type of online learning,and how we should measure success in such environments.

M3 - Conference contribution

VL - 2015

SP - 53

EP - 63

BT - Proceedings of E-Learn

A2 - Ho, Curtis

A2 - Lin, Grace

PB - Association for the Advancement of Computing in Education

Y2 - 19 October 2015 through 22 October 2015

ER -

Bacon L, MacKinnon LM, Anderson M, Hansson B, Fox A, Cecowski M et al. Addressing retention and completion in MOOCs: a student-centric design approach. In Ho C, Lin G, editors, Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Vol. 2015. Association for the Advancement of Computing in Education. 2015. p. 53-63

Addressing retention and completion in MOOCs: a student-centric design approach

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Conference

Keywords

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