Massive open online course completion rates revisited: Assessment, length and attrition

This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect com...

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Autor principal:	Katy Jordan
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	distance education open learning online learning massive open online courses (MOOCs) Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/287ee872cbcb45409ae2f19bacca9119
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id	oai:doaj.org-article:287ee872cbcb45409ae2f19bacca9119
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spelling	oai:doaj.org-article:287ee872cbcb45409ae2f19bacca91192021-12-02T18:03:17ZMassive open online course completion rates revisited: Assessment, length and attrition10.19173/irrodl.v16i3.21121492-3831https://doaj.org/article/287ee872cbcb45409ae2f19bacca91192015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2112https://doaj.org/toc/1492-3831 This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them. Katy JordanAthabasca University Pressarticledistance educationopen learningonline learningmassive open online courses (MOOCs)Special aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education open learning online learning massive open online courses (MOOCs) Special aspects of education LC8-6691
spellingShingle	distance education open learning online learning massive open online courses (MOOCs) Special aspects of education LC8-6691 Katy Jordan Massive open online course completion rates revisited: Assessment, length and attrition
description	This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.
format	article
author	Katy Jordan
author_facet	Katy Jordan
author_sort	Katy Jordan
title	Massive open online course completion rates revisited: Assessment, length and attrition
title_short	Massive open online course completion rates revisited: Assessment, length and attrition
title_full	Massive open online course completion rates revisited: Assessment, length and attrition
title_fullStr	Massive open online course completion rates revisited: Assessment, length and attrition
title_full_unstemmed	Massive open online course completion rates revisited: Assessment, length and attrition
title_sort	massive open online course completion rates revisited: assessment, length and attrition
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/287ee872cbcb45409ae2f19bacca9119
work_keys_str_mv	AT katyjordan massiveopenonlinecoursecompletionratesrevisitedassessmentlengthandattrition
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Massive open online course completion rates revisited: Assessment, length and attrition

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