First day stands out as most popular among MOOC leavers
First day stands out as most popular among MOOC leavers
The open nature of MOOCs poses new challenges for educators to engage students in their learning. It defies the traditional classroom bound learning and demands new measures to be taken that would help keep students engaged in the course. This paper studies the enrolment data of three MOOCs offered on Future Learn in 2013/14 and identifies that at any given day in its lifecycle the highest number of students leave the course on the very first day they join it. Hence, it proposes strategies such as buddying, feedback and briefing to facilitate students to stay on board and engage with the course for maximum benefit possible.
distance education, e-learning, MOOCs dropout rates, MOOCs engagement
173-179
Nazir, Usman
ae4532cf-8983-457a-bbe9-4ebd96737e51
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Harris, Lisa J.
cf587c06-2cf7-49e6-aef8-c9452cbff529
Nazir, Usman
ae4532cf-8983-457a-bbe9-4ebd96737e51
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Harris, Lisa J.
cf587c06-2cf7-49e6-aef8-c9452cbff529
Nazir, Usman, Davis, Hugh C. and Harris, Lisa J.
(2015)
First day stands out as most popular among MOOC leavers.
International Journal of e-Education, e-Business, e-Management and e-Learning, 5 (3), .
Abstract
The open nature of MOOCs poses new challenges for educators to engage students in their learning. It defies the traditional classroom bound learning and demands new measures to be taken that would help keep students engaged in the course. This paper studies the enrolment data of three MOOCs offered on Future Learn in 2013/14 and identifies that at any given day in its lifecycle the highest number of students leave the course on the very first day they join it. Hence, it proposes strategies such as buddying, feedback and briefing to facilitate students to stay on board and engage with the course for maximum benefit possible.
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e-pub ahead of print date: 26 March 2015
Keywords:
distance education, e-learning, MOOCs dropout rates, MOOCs engagement
Organisations:
Southampton Business School
Identifiers
Local EPrints ID: 376530
URI: http://eprints.soton.ac.uk/id/eprint/376530
ISSN: 2010-3654
PURE UUID: a1b34eca-afd5-4d36-a17f-3f6c91c2138c
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Date deposited: 29 Apr 2015 09:01
Last modified: 15 Mar 2024 02:36
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Contributors
Author:
Usman Nazir
Author:
Hugh C. Davis
Author:
Lisa J. Harris
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