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Reflections on Enrollment Numbers and Success Rates at the openHPI MOOC Platform Christoph Meinel, Christian Willems, Jan Renz and Thomas Staubitz Conclusion and Future Work The paper at hand highlights the insufficient clarity and missing comparability of MOOC offerings from various platforms (i.e. openHPI vs. Coursera vs. Udacity) and shows the effect of these numbers on the expressiveness and validity of completion (or success) rates. We raise the question of how to count enrollments for courses with a massive audience and suggest abolishing the need to enroll for a course before being able to (at least passively) preview content. The obligation to enroll for a course would be necessary at the point when a participant wants to use active course content (i.e. quizzes) and contribute to the forum. Another point for further investigation is the definition of an active user and the differentiation between those, lurkers and enrolled users who never show up – including the analysis of reasons for enrollments that happen but are never used. openHPI defines an active participant as a user who submits at least one mandatory homework assignment or contributes to the discussion forum, but admits that this definition is slightly arbitrary and no better or worse than many other imaginable definitions. The analysis of our students’ engagement over the term of courses points out the importance of the first and second course weeks (at least for the overall duration of seven weeks as in the openHPI course model) when it comes to course design and instruction. Future work should investigate the validity of these numbers for longer (or shorter) course terms and find suggestions for course designers on how to keep up users motivation from the start. References Fischer, G. (2011). Understanding, Fostering, and Supporting Cultures of Participation. Interactions, vol. 80, no. 3, pp. 42-53. Grünewald, F. et. al. (2013). openHPI – a Case-Study on the Emergence of two Learning Communities. Proceedings of 2013 IEEE Global Engineering Education Conference (EDU- CON), IEEE Press, Berlin, Germany. Jordan, K. (2013). MOOC completion rates: the data. Online (available: http://www.katyjordan.com/ MOOCproject.html), accessed 2013-09- 27. Meinel, Ch. & Willems, Ch. (2013). openHPI – the MOOC offer of the Hasso Plattner Institute. Technical Report (80), Hasso Plattner Institute, ISBN 978-3-86956-260-5. Schillings, V. & Meinel, Ch. (2002). tele-TASK – Teleteaching Anywhere Solution Kit. Proceedings of ACM SIGUCCS, Providence, USA. Schinzel, B. (2005). Kulturunterschiede beim Frauenanteil im Studium der Informatik. Teil III: Partikularisierung der Informatik Frauenbeteiligung. Online (available: http://mod.iig.uni-freiburg.de/ cms/fileadmin/publikationen/online-publikationen/Frauenbeteiligung.Informatikstudien.pdf), accessed 2013-10-02. Research Track |106
The SIRET Training Platform: Facing the Dropout Phenomenon of MOOC Environments Sergio Miranda, Giuseppina Rita Mangione, Francesco Orciuoli, Vincenzo Loia and Saverio Salerno Abstract: The SIRET project aims at the definition of a recruiting and training integrated system able to represent the professional competences of users and to understand the supplies and demands in order to find optimal agreements in the job market. In this scenario, a crowd of users is looking for new professional competences able to give them new opportunities. Of course, these many learners may have common learning goals but very different knowledge backgrounds. For all aspects related to the training, we are realising a MOOC platform that aims to address this requirement and simultaneously face one of the main MOOC problems: the dropout. The cause is the difficulty to guarantee the provision of one-to-one tutoring for many learners. The proposed training platform, in particular, exploits the adaptation and personalisation features of IWT to mitigate this cited problem. Introduction Progress in the development of Massive Open Online Courses (MOOC) is compelling universities to re-evaluate their formative offers by exploring new educational methods (Yuan & Powell, 2013) able to value massive models and flexible learning paths to hold up lifelong and adult learning (Vazquez et al., 2012). The most common method of education is the ‘monitorial method’ where the teacher should “fill students’ heads with knowledge and provide them with the information that they needed in order to improve cognitive and metacognitive process” (Bloom, 1956). Moreover, “regressive pedagogy” (Siemens et al., 2013) is abundant in MOOCs that emphasise a teacher-centred approach difficult to transpose into online learning environments. MOOC design should thus benefit a learner-centred approach and provide strategies that change the perception of learners as active participants in the establishment of individual goals and a personal trajectory. In the MOOC environment this kind of control is imbalanced to the students who feel isolated in the process of choosing courses, closed to their learning needs and work objectives. Moreover, students also perceive that they have to play the role of monitoring their progress with respect to calendars, fruition and assessment results. What the students look for in the MOOC environment is mainly to enrich professional competences and earn formative credits and certifications, improving their employment prospects. This motivation supports both empowerment and engagement, but leaves the learner to control him/herself, deciding what time to allocate to study and choose what to learn from a formative offer or a set of suggestions automatically driven by previous selections (Mangione, 2013). However, the statistics do not correlate with this (Chapman & King, 2005): there is a high level of desertion, poor results and few final certificates are issued. This is why this disengagement of ‘non-completing’ students is the subject matter of this research. A positive starting engagement is often followed by “but not earning a statement of accomplishment” (Holohan et al., 2005). There are two main reasons for this. Firstly it is difficult to guarantee a teaching presence in courses with thousands of learners of differing experience and knowledge who require continuous one-to-one guidance in order to orient themselves to different learning goals, real needs and how to fill their skill gap (Anderson et al., 2005). Secondly, families with financial difficulties “look to MOOCs as a way to offset high tuition rates” (Park and Lee, 2003), but few organisations issue formative credits on MOOC completion. For example, the American Council on Education only recognises credits issued for five Coursera MOOCs (Lederman, 2013). Intrinsic motivation clearly decreases and students leave courses with no useful certificates or credits (Kolowich, 2013). The problem of useful credits is related to quality and assessment methods for a meaningful learning process, considering objectives and providing feedback for the construction of individual learning paths. The learners need new educational environments for MOOCs in a new “heutagogic” view (Ausubel, 1962), where adaptive tutoring methodologies are welcome and able to overcome the ‘one size fits all’ approach. In (Gaeta et al., 2011 and Chapman & King, 2005) differentiating learning is a point of view of teaching rather than a method. It is an educational culture able to recognise diversities inside a classroom. Adaptive learning is an innovative research field synchronised with the guidelines, research funding of Horizon2020 and evolutionary trends of the learning technologies. We are moving from the ‘Scholè’ (metaphor for ‘learning for the elite’) to the ‘Schooling’ (metaphor for ‘learning for all’) by reformulating learning events as dialogue processes (Tizzi, 2008) and approaching the obvious problems of paying atten- Research Track | 107
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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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Scaffolding Self-learning in MOOCs
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Towards an Outcome-based Discovery
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A Platform that Integrates Quizzes
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A Platform that Integrates Quizzes
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Designing Video for Massive Open On
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Opening up higher education through
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TORQUEs: Riding the MOOC wave to be
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Engineering MOOCs for Future Engine
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Recasting a Traditional Course into
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Learning Electronics through a Remo
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University of London International
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The EPFL MOOC Factory Patrick Jerma
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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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An Academic Online Resource at Téc
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Opening up higher education through
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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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