A Tale of two MOOCs : Analyzing Long-Term Course Dynamics
Matthieu Cisel, Mattias Mano, Rémi Bachelet, Philippe Silberzahn
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
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
Course demographics and completion rates
Odds ra'o for demographics background on the probability to earn a cer'ficate
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
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?
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