Titre :

Measuring completion and dropout in MOOCs: A learner-centered model

Auteur(s) :

Huin, Leslie [Auteur]
MODEles et MEthodes de conception des systèmes d'information avancés [MODEME]
Bergheaud, Yann [Auteur]
Caron, Pierre Andre [Auteur]
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Codina, Alexandra [Auteur]
Disson, Eric [Auteur]
Laboratoire de Recherche Magellan
MODEles et MEthodes de conception des systèmes d'information avancés [MODEME]

Éditeur(s) ou directeur(s) scientifique(s) :

Mohammad Khalil
Martin Ebner
Michael Kopp
Anja Lorenz & Marco Kalz

Titre de l’ouvrage :

Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016)

Éditeur :

Books on Demand GmbH, Norderstedt

Lieu de publication :

Graz

Date de publication :

2016-02-26

ISBN :

9783739237107

Mot(s)-clé(s) en anglais :

MOOC
Completion
Persistence
Drop-out
Attrition
Commitment
Intention
Behavior
Learning Analytics

Discipline(s) HAL :

Informatique [cs]

Résumé en anglais : [en]

In MOOCs, there is much discussion about persistence and completion. However, there is yet no consensus and this makes it difficult to analyze the success of this kind of system. At the University Jean Moulin, we needed a ...
Lire la suite >In MOOCs, there is much discussion about persistence and completion. However, there is yet no consensus and this makes it difficult to analyze the success of this kind of system. At the University Jean Moulin, we needed a framework in order to objectively determine the relevance of our MOOCs from the learner’s point of view. We therefore propose a learner-centered model to define the mechanisms of commitment and a dynamic classification of participants. We are thus able to finely analyze the progression of success and dropout indicators in our MOOCs and understand learners’ behaviors to improve the learning experience. We do not pretend to have responded fully and definitively to all the issues under this phenomenon. However, we hope that the result of this work (in progress) is a consistent set of tools for a global understanding of dropout and completion in MOOCs, and can thus serve as basis for research or practical framework.Lire moins >

Langue :

Anglais

Audience :

Internationale

Vulgarisation :

Non

Collections :

• Centre Interuniversitaire de Recherche en Éducation de Lille (CIREL) - ULR 4354

Source :

Harvested from HAL