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Understanding persuasive technologies to improve completion rates in MOOCs

Understanding persuasive technologies to improve completion rates in MOOCs
Understanding persuasive technologies to improve completion rates in MOOCs
Advances in computing technologies are revolutionising education. Specifically, advances in Human-Computer Interaction impact the media and methods of delivery, facilitating a conceptual shift from traditional face-to-face instruction towards a paradigm with delivery increasingly tailored to student needs. Massive Open Online Course(MOOC) providers have now the possibility to both predict and facilitate student success by applying learning analytics techniques on the large amount of data they hold about their learners. More than ever before, key information about successful student behaviour and context can be discovered and used in digital interventions on, for example, students at risk. This is a complex issue which is receiving increased attention in Higher Education and specifically amongst MOOCs providers. This position paper discusses the relevant challenges in the use of learning analytics in MOOCs in conjunction with persuasive technologies in order to improve completion rates.
Wilde, Adriana
37ee0dec-a07f-4177-b291-96037fe48e14
Wilde, Adriana
37ee0dec-a07f-4177-b291-96037fe48e14

Wilde, Adriana (2016) Understanding persuasive technologies to improve completion rates in MOOCs. "HCI and the Educational Technology Revolution" HCI Educators Series at AVI 2016, Italy. 06 Jun 2016. 2 pp . (In Press)

Record type: Conference or Workshop Item (Paper)

Abstract

Advances in computing technologies are revolutionising education. Specifically, advances in Human-Computer Interaction impact the media and methods of delivery, facilitating a conceptual shift from traditional face-to-face instruction towards a paradigm with delivery increasingly tailored to student needs. Massive Open Online Course(MOOC) providers have now the possibility to both predict and facilitate student success by applying learning analytics techniques on the large amount of data they hold about their learners. More than ever before, key information about successful student behaviour and context can be discovered and used in digital interventions on, for example, students at risk. This is a complex issue which is receiving increased attention in Higher Education and specifically amongst MOOCs providers. This position paper discusses the relevant challenges in the use of learning analytics in MOOCs in conjunction with persuasive technologies in order to improve completion rates.

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More information

Accepted/In Press date: 19 April 2016
Venue - Dates: "HCI and the Educational Technology Revolution" HCI Educators Series at AVI 2016, Italy, 2016-06-06 - 2016-06-06
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 394560
URI: http://eprints.soton.ac.uk/id/eprint/394560
PURE UUID: 2c7474e8-665e-49da-ba2e-cd8189d53fb8
ORCID for Adriana Wilde: ORCID iD orcid.org/0000-0002-1684-1539

Catalogue record

Date deposited: 26 May 2016 09:23
Last modified: 17 Jul 2020 00:35

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