Procrastination, participation, and performance in online learning environments
Computers & Education
Reflections on Stanford's MOOCs
Communications of the ACM
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses
Proceedings of the Third International Conference on Learning Analytics and Knowledge
MOOCs and the funnel of participation
Proceedings of the Third International Conference on Learning Analytics and Knowledge
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This paper presents an exploratory study about two language learning MOOCs deployed in the UNED COMA platform. The study identifies three research questions: a) How does activity evolve in these MOOCs? b) Are all learning activities relevant?, and c) Does the use of the target language influence?. We conclude that the MOOC activity drops not only due to the drop-outs. When students skips around 10% of the proposed activities, the percentage of passing the course decrease in a 25%. Forum activity is a useful indicator for success, however the participation in active threads is not. Finally, the use of the target language course is not an indicator to predict success.