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Analyzing completion rates in the First French xMOOC Matthieu Cisel The following demographic comparisons are valid only under the assumption that responding to the survey is independent of the demographic indicators. At the launch of the course, 45.0 % of participants intended to obtain the advanced certificate, 28.9 % the basic certificate, and 26.0 % were unsure or were not interested in obtaining a certificate. Student achievements were significantly associated with personal aims (χ 2 = 307, df = 4, p-value < 0.001) (Figure 1.A). 43.3 % of learners got a null score, 13.4% a positive score, and 43.2 % a negative score, showing that a significant proportion of learners failed to reach their objectives. Unsurprisingly, both achievements (χ 2 = 191, df = 6, p-value
Analyzing completion rates in the First French xMOOC Matthieu Cisel We sought to assess whether the participation in the peer evaluation process was associated with achievement within this certificate. Out of the 615 participants, 555 (90.2 %) took part in the peer evaluation process at least once. Once a learner had started evaluating an assignment, he evaluated the four assignments that he was supposed to evaluate in 93.7 % of the cases. Taking part in the peer evaluation process was strongly associated with achievement within the advanced certificate (χ 2 = 146, df = 2, p-value < 0.001) (Figure 2.B). Those who evaluated assignments were much more likely to get the advanced certificate. Indeed, 78.0 % of participants who took part at least once in the evaluation process, 8.0 % of those who did not, obtained the advanced certificate. Among the 555 assessors who took part in the evaluation process, only 45.6 % gave some feedback on the assignment. Giving feedback was slightly associated with achievement (χ 2 = 22, df = 2, p-value < 0.001), but the association was weaker. The completion rate was higher among those who gave feedback at least once (87.0 %) than among those who did not (70.5 %). Discussion The course completion rate was higher than those usually observed in MOOCs (Breslow et al., 2013, Jordan 2013, Kisilcec et al., 2013). On the one hand, this may be due to the course design and on the other hand, to the type of participants who followed the course. MOOCs were little known in France when Introduction to Project Management was launched (Cisel & Bruillard, 2013). The participants of the first session of this course may therefore be considered as early-adopters, probably more motivated than most MOOC participants. The MOOC design doubtlessly influenced its completion rate. The workload necessary to obtain a certificate was significantly lower for the basic certificate of completion than for the advanced one. Moreover, the course duration was shorter than most MOOCs since it lasted only five weeks. It was therefore easier to complete the course for learners who had little spare time. It is hard to compare MOOC completion rates among courses given the diversity of workloads that they involve. The highest completion rate reported so far was Functional Programming Principles in Scala, where around 20% learners completed the course (Miller & Odersky, 2013). Taken alone, the completion rate of the advanced certificate of Introduction to Project Management is more in line with the general results reported (Breslow et al., 2013, Jordan 2013, Kisilcec et al., 2013) This course enrolled more male than female learners. This result is in line with results reported from other courses (Huhn, 2013, Kizilcec et al., 2013), sex ratio depending highly upon the topic of the course. Before being turned into a MOOC, this course was an online module taught in the context of lifelong learning courses. As a consequence, it is not surprising that this course attracted more full-time workers than students. Around a quarter of the participants came from French-speaking, low HDI African countries. In comparison, the proportion of learners from low HDI countries in the three Computer Science courses described by Kizilcec et al. (2013) was below 3 %. This proportion is doubtlessly dependant on the teaching language; it would be interesting to compare course demographics from MOOCs in English, Spanish and French, since these three languages are used worldwide as official languages in a variety of countries. It is obvious that the participants did not consist of a random sample of the general population, especially for low HDI countries, given the required technological infrastructure, literacy level and language comprehension. Completion rates were associated mostly with personal aims, which depended on employment status, geographical origin, experience in project management and time constraints. Further research is needed to understand why participants from developing countries and job seekers targeted higher levels of completion than others. Time constraints must also be taken into account in the interpretation of personal aims, since the situation is fundamentally different for a person looking for a job and for a full-time employee. A deeper analysis of the diverse motivations and constraints of the different groups of learners is needed to better understand both their objectives and achievements. Understanding drop-out rates and, generally speaking, the gap between learners’ objectives and achievements is a major issue for MOOC pedagogy. The achievement gap observed in low HDI countries is probably caused by various cultural and technical issues such as low broadband, for instance, or language issues. As a reminder, French is not the native language of many African learners and could be an obstacle. Kizilcec reported that in the Probabilistic Graphical Models MOOC (Graduate level course), completion rates were four times smaller in low HDI countries compared to very high HDI countries, reaching only 2 %. Further research is needed to understand the causes of the gap between objectives and achievements in those countries. Identification of indicators associated with course completion is a major issue in order to tailor and adapt eventual interventions (Arnold & Pistilli, 2012). For this reason, we searched for simple indicators, such as participation in forums and in the peer evaluation process. Regarding the use of forums, learners were more active than what was reported in some other MOOCs (Randy, 2013). For example in the Circuits and Electronics (xMOOC) course held on the edX platform, only 3 % of all learners interacted with others. In many courses, this proportion is lower than 5 %. This is probably due to the humble size of Introduction to Project Management compared to courses like 6.002x, which made it easier for the MOOC staff to interact with learners on the different aspects of the course. Getting quick feedback from the MOOC team may have encouraged participants to post more frequently on the Research Track | 29
Page 1 and 2: Proceedings of the European MOOC St
Page 3 and 4: Table of Contents Understanding Per
Page 5 and 6: Understanding Persistence in MOOCs
Page 11 and 12: Analysing student participation in
Page 19 and 20: Signals of Success and Self-directe
Page 27: Analyzing completion rates in the F
Page 31 and 32: Analyzing completion rates in the F
Page 33 and 34: Challenges for conceptualising EU M
Page 43 and 44: Scaffolding Self-learning in MOOCs
Page 51 and 52: Towards an Outcome-based Discovery
Page 59 and 60: Dropout Prediction in MOOCs using L
Page 67 and 68: Self-Regulated Learning in MOOCs: D
Page 73 and 74: Extending the MOOCversity A Multi-l
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Extending the MOOCversity A Multi-l
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Encouraging Forum Participation in
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MOOC Learning in Spontaneous Study
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Dropout: MOOC Participants’ Persp
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Reflections on Enrollment Numbers a
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The SIRET Training Platform: Facing
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MOOCs in fragile contexts Barbara M
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Cultural Translation in Massive Ope
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A typology and dimensions of a desc
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Characterizing video use in the cat
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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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