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 proceedingConference 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 languageEnglish
Title of host publicationProceedings of E-Learn
Subtitle of host publicationWorld Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
EditorsCurtis Ho, Grace Lin
PublisherAssociation for the Advancement of Computing in Education
Pages53-63
Number of pages11
Volume2015
ISBN (Electronic)9781939797209
Publication statusPublished - Oct 2015
Externally publishedYes
EventE-learn : World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education - Kona, United States
Duration: 19 Oct 201522 Oct 2015
http://www.aace.org/conf/elearn/

Conference

ConferenceE-learn
CountryUnited States
CityKona
Period19/10/1522/10/15
Internet address

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Cite this

Bacon, L., MacKinnon, L. M., Anderson, M., Hansson, B., Fox, A., Cecowski, M., ... 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.
Bacon, Liz ; MacKinnon, Lachlan M. ; Anderson, Mark ; Hansson, Börje ; Fox, Anne ; Cecowski, Mariano ; Hjeltnes, Tor Atle ; Stamatis, Demosthenes. / 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.",
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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, United States, 19/10/15.

Addressing retention and completion in MOOCs : a student-centric design approach. / Bacon, Liz; MacKinnon, Lachlan M.; Anderson, Mark ; Hansson, Börje; Fox, Anne; Cecowski, Mariano; Hjeltnes, Tor Atle; Stamatis, Demosthenes.

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 proceedingConference contribution

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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

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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