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Dropout: MOOC Participants’ Perspective Tharindu Rekha Liyanagunawardena, Patrick Parslow and Shirley Ann Williams Retrieved from http://www-jime.open.ac.uk/jime/article/viewArticle/2012-18/html Gee, S. (2012), MITx - the Fallout Rate, Retrieved from http://www.i-programmer.info/news/150-training-a-education/4372-mitx-thefallout-rate.html HEFCE. (July 26, 2013). Postgraduate research degree qualification rates improving, Retrieved from http://www.hefce.ac.uk/news/ newsarchive/2013/name,82785,en.html Hill, P. (March 6, 2013), Emerging Student Patterns in MOOCs: A Graphical View, Retrieved from http://mfeldstein.com/emerging_student_patterns_in_moocs_graphical_view/ Jordan, K. (August 27, 2013). MOOC completion rates: The data, Retrieved from http://www.katyjordan.com/MOOCproject.html Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and Intention in Massive Open Online Courses. EDUCAUSE review, May/June 2, 62–63. Levy, Y. (2007), Comparing dropouts and persistence in e-learning courses, Computers & Education, 48 (2), 185-204. Liyanagunawardena, T.R. (2013) ‘MOOC Experience: A Participant’s Reflection’, SIGCAS Computers & Society (accepted for publication). Liyanagunawardena, T. R., Adams, A. A., & Williams, S.A. (2013). MOOCs: A systematic study of the published literature 2008-2012, International Review of Research in Open and Distance Learning, 14 (3) 202-227. Meyer, R. (July 12, 2012). What it’s like to teach a MOOC (and what the heck’s a MOOC), The Atlantic, Retrieved from http://tinyurl.com/ cdfvvqy Pappano, L. (November 2, 2012). The Year of the MOOC, The New York Times, Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapidpace.htmlpagewanted=all&_r=0 Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research, Review of Educational Research, 45(1), 89- 125. Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education - A white paper, JISC CETIS (Centre for Educational Technology & Interoperability Standards). Retrieved from http://publications.cetis.ac.uk/2013/667. Research Track |100
Reflections on Enrollment Numbers and Success Rates at the openHPI MOOC Platform Christoph Meinel, Christian Willems, Jan Renz and Thomas Staubitz Abstract: openHPI is the educational Internet platform of the German Hasso Plattner Institute (HPI), Potsdam. The HPI offers massive open online courses covering different subjects in Information and Communications Technology (ICT) on the platform. Five courses have been concluded after one year of operation in German as well as in English, each with enrollment numbers between 5,000 and 15,000 students. The paper at hand introduces the openHPI MOOC model and presents a preliminary analysis of participation numbers and usage statistics from this first year. We differentiate between total enrollment numbers and students actively taking part in the course, show the respective completion rates and investigate student engagement throughout the course term. We also raise questions on the validity and expressiveness of high enrollment numbers and low completion rates derived from these numbers as well as for a resilient definition of activity in a massive open online course. Finally, we enrich the statements on participation and completion rates with socio-demographic statistics regarding course completion differentiated by age and gender. Introduction With its openHPI platform1, the Hasso Plattner Institute in Potsdam, Germany, is the first European university institute to offer interactive online courses (MOOCs) in German and English in the field of computer science and IT technology. Due to long experience in e-learning technology topics, including the development of the mobile tele-TASK technology (an easy to use system to record lectures and presentations for e-lecturing, see Schillings and Meinel, 2002), the operation of a large lecture portal2 in the web, the development of different virtual labs3, and regular lecture transmissions to the Technical University of Beijing, China4, the HPI adopted the emerging MOOC concept early and with the implementation of its own learning platform. The key elements of the MOOC innovation for online learning were quickly identified: the synchronization of learners, the possibility of providing the learning materials a little at a time, supplying various feedback tools for self and external evaluations of learning success and linking with a social platform to enable learners the experience of being part of a social (albeit virtual) learning community. Thus, openHPI offers MOOCs of the Stanford kind, known as xMOOC. As early as 2012 the much acclaimed first openHPI course on “In-Memory Data Management” was launched with Hasso Plattner (SAP co-founder and the founder of HPI) as course instructor (see Fig. 1). In November 2012, Prof. Dr. Christoph Meinel held the first xMOOC in German lon “Internetworking with TCP/IP”. After that, openHPI offered new courses basically every two months (with two breaks during holidays), resulting in five concluded courses after one year of operation. 1 See https://openhpi.de/ 2 tele-TASK Portal, see http://www.tele-task.de/ 3 See http://www.tele-lab.org/ and http://www.soa-security-lab.de/ 4 Information at http://www.hpi.uni-potsdam.de/meinel/knowledge_ tech/internet_bridge.html Conception of the Online Courses According to Meinel and Willems (2013), the online courses offered at openHPI are didactically prepared in accordance with specific guidelines. Courses have a fixed start date and offer a balanced schedule of six consecutive course weeks. Every course week is prepared in a multimedia format and, whenever possible, interactive learning material is supplied, dealing with a specific aspect of the topic of the course. At the beginning of the week, course participants are offered a series of videos that have been recorded with the tele-TASK system. The videos are supplemented with further reading material, interactive selftests and homework to complete during that particular week. The self-tests, which alternate with the videos, help participants to check whether they have mastered the most important information from the previous video. The homework exercises at the end of each course week are the building blocks for the performance evaluation of the participants. Here, points can be accumulated relevant to the successful completion of the course. These offers are combined with a social discussion platform where participants have the opportunity for exchange with course instructors and other participants. Here, they can get answers to questions and discuss topics in depth. But naturally the type of learning activities and their extent is up to the participants themselves. The learners can make personal contributions to the course, for example in blog posts, wiki pages, mind maps, or other visualizations of the subject matter. Fellow learners can comment on, discuss or expand on what has been said. Through the discussion of the subject matter, the participants become part of a virtual community with each other and with the instructors, thus creating the links of a social learning network. Research Track | 101
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Proceedings of the European MOOC St
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Analysing student participation in
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Signals of Success and Self-directe
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Analyzing completion rates in the F
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Challenges for conceptualising EU M
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Scaffolding Self-learning in MOOCs
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How Students Learn using MOOCs: An
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How Students Learn using MOOCs: An
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A Platform that Integrates Quizzes
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Designing Video for Massive Open On
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Proceedings Experience Track Procee
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Opening up higher education through
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Designing your first MOOC from scra
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“A hostage to fortune” - Valida
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and others discussed COER13 issues
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tion process, in addition to the mu
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TORQUEs: Riding the MOOC wave to be
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Engineering MOOCs for Future Engine
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The Discrete Optimization MOOC An E
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Recasting a Traditional Course into
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Evaluation and field trials of MOOC
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Learning Electronics through a Remo
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Learning Electronics through a Remo
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abiertaUGR: modelling online learni
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abiertaUGR: modelling online learni
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University of London International
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The EPFL MOOC Factory Patrick Jerma
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Open Online Courses in the context
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Open Online Courses in the context
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Friendly Handmade Explanation Video
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Friendly Handmade Explanation Video
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Designing for the Unknown Learner H
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Designing for the Unknown Learner H
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MOOC Experience in the University o
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MOOC Experience in the University o
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Mathematics Courses: Fostering indi
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First time MOOC provider: reflectio
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An Academic Online Resource at Téc
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An Academic Online Resource at Téc
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Opening up higher education through
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SPOCs for Remedial Education: Exper
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Experiments with connectivism from
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Towards a quality model for UNED MO
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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