Creating, destroying, and restoring value in wikipedia
Proceedings of the 2007 international ACM conference on Supporting group work
On the Design of Collective Applications
CSE '09 Proceedings of the 2009 International Conference on Computational Science and Engineering - Volume 04
Power-Law Distributions in Empirical Data
SIAM Review
iSpot analysed: participatory learning and reputation
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
Redefining dropping out in online higher education: a case study from the UOC
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
The value of learning analytics to networked learning on a personal learning environment
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
Challenges and opportunities for learning analytics when formal teaching meets social spaces
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
The learning analytics cycle: closing the loop effectively
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Student success system: risk analytics and data visualization using ensembles of predictive models
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Course signals at Purdue: using learning analytics to increase student success
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Learning analytics for learning blogospheres
ICWL'12 Proceedings of the 11th international conference on Advances in Web-Based Learning
Should your MOOC forum use a reputation system?
Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing
Analyzing the students' behavior and relevant topics in virtual learning communities
Computers in Human Behavior
Chatrooms in MOOCs: all talk and no action
Proceedings of the first ACM conference on Learning @ scale conference
Visualizing patterns of student engagement and performance in MOOCs
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
Success, activity and drop-outs in MOOCs an exploratory study on the UNED COMA courses
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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Massive Online Open Courses (MOOCs) are growing substantially in numbers, and also in interest from the educational community. MOOCs offer particular challenges for what is becoming accepted as mainstream practice in learning analytics. Partly for this reason, and partly because of the relative newness of MOOCs as a widespread phenomenon, there is not yet a substantial body of literature on the learning analytics of MOOCs. However, one clear finding is that drop-out/non-completion rates are substantially higher than in more traditional education. This paper explores these issues, and introduces the metaphor of a 'funnel of participation' to reconceptualise the steep drop-off in activity, and the pattern of steeply unequal participation, which appear to be characteristic of MOOCs and similar learning environments. Empirical data to support this funnel of participation are presented from three online learning sites: iSpot (observations of nature), Cloudworks ('a place to share, find and discuss learning and teaching ideas and experiences'), and openED 2.0, a MOOC on business and management that ran between 2010--2012. Implications of the funnel for MOOCs, formal education, and learning analytics practice are discussed.