The Maturing of the MOOC

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The Maturing of the MOOC Fig 6: MOOC course activity record The picture emerges from Fig 5 (the responses of completing MOOC learners at exit for whom the course did not fail to meet expectations) that motivations were more exploratory than instrumental. This was a broadly curious audience, not motivated by any very specific goals, yet willing to commit significant effort if the content engages them. In Fig 6 the Edinburgh data confirms the trend observed elsewhere, of clear declines in participation after the first two weeks of course units are served. However, the retention stabilises from Week 3 onwards. Edinburgh clearly expects to continue its MOOC experiment, and its early thinking about future editions seems to revolve around handling the issue of large sign-ups but low course commencements, and maintaining the high quality of the MOOC experience for those who do actively participate. Among the large amount of data Edinburgh has published about its MOOCs, the most significant numbers for addressing the issue of learner engagement in the future are given below. 30
The Maturing of the MOOC Fig 7: Conversion trends between enrolment and course participant activity The Edinburgh data also shows engagement levels in different activities on the MOOCs. Fig 8: Forum activity by course, with the average number of posts, comments, and votes cast by each active participant per activity 31
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