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ERIC Number: EJ1137013
Record Type: Journal
Publication Date: 2017-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1042-1726
Supporting, Categorising and Visualising Diverse Learner Behaviour on MOOCS with Modular Design and Micro-Learning
Leach, Matthew; Hadi, Syed Munib
Journal of Computing in Higher Education, v29 n1 p147-159 Apr 2017
Much is made of the diversity for MOOCs learners--with their varied motivations and interests; yet MOOCs are often run and judged on the assumption that learners would progress through the course in its entirety, to completion. This paper presents an analysis of three recently delivered MOOCs that were designed to support a broader set of learner goals. A modular design was used, where each part included well defined learning outcomes and assessment criteria, and where completion was rewarded with digital badges. The paper proposes a new categorisation of learner achievement and methods of visualising learner behaviour that compliment this more open design. Results show that this approach recognises micro-learning that is missed if only completion rates are considered.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)