Ferguson, R, Clow, D, Beale, R et al. (4 more authors) (2015) Moving through MOOCS: Pedagogy, Learning Design and Patterns of Engagement. In: Lecture Notes in Computer Science. 10th European Conference on Technology Enhanced Learning, 15-18 Sep 2015, Toledo, Spain. Springer Verlag , 70 - 84. ISBN 978-3-319-24258-3
Abstract
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015 Springer International Publishing Switzerland. This is an author produced version of a paper published in Lecture Notes in Computer Science. he final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-24258-3_6. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Learning analytics; Learner engagement patterns; Learning design; Moocs; Pedagogy |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 25 Jun 2015 12:58 |
Last Modified: | 25 Oct 2016 00:08 |
Published Version: | http://dx.doi.org/10.1007/978-3-319-24258-3_6 |
Status: | Published |
Publisher: | Springer Verlag |
Identification Number: | 10.1007/978-3-319-24258-3_6 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:87328 |