The Maturing of the MOOC

The Maturing of the MOOC
Gee’s main findings are: (1) drop-outs declined from the midterms to the final; (2) there
were high passing rates for midterms (88%) and the final (70%). Gee makes the argument
that MOOCs should aim for large enrolments and disregard drop-outs, because those who
drop at an early stage have made a minimal investment.
In terms of policy development, Gee suggests that given the interest that a course like this
MOOC generated, courses at lower levels could help in lowering initial drop-out rates.
Edinburgh University data on MOOC participation and drop-out
Some of the most up-to-date and granular data on participation and drop-out has emerged
from Edinburgh University’s Coursera-based MOOCs. The University published its first
phase interim report based on its first six MOOCs which ran from March to April 2013 88
and is reported in full earlier in this document.
Edinburgh’s lead in publishing openly its completion data does suggest a possible
positioning for UK HEIs around MOOCs, to do with openness and transparency. Data on
MOOC learner performance from US institutions, and from the platforms themselves, is
published increasingly rarely. By focusing on the completion and achievement end of the
process, Edinburgh has redefined the debate from one about drop-outs, to one about
completion.
Sub-conclusion: MOOC drop-out and completion rates
Authors addressing this topic argue from a variety of perspectives that the high crude
drop-out rates of MOOCs are an irrelevant issue, despite the frequent reference to
these numbers in popular discourse.
Reasons include the high drop-out rate in many types of learning, and the evidence that
with no penalty for exit or entry, lapsing from MOOC enrolments is simply not a
significant decision.
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http://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf
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