Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates

The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study cover...

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Autores principales:	Inés Gil-Jaurena, Javier Callejo-Gallego, Yolanda Agudo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	MOOC open education higher education Spain Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2ef0a411c5c44d00b1f9a042129627f2
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spelling	oai:doaj.org-article:2ef0a411c5c44d00b1f9a042129627f22021-12-02T19:20:53ZEvaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates10.19173/irrodl.v18i7.31551492-3831https://doaj.org/article/2ef0a411c5c44d00b1f9a042129627f22017-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3155https://doaj.org/toc/1492-3831The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures (curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged.Inés Gil-JaurenaJavier Callejo-GallegoYolanda AgudoAthabasca University PressarticleMOOCopen educationhigher educationSpainSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 7 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC open education higher education Spain Special aspects of education LC8-6691
spellingShingle	MOOC open education higher education Spain Special aspects of education LC8-6691 Inés Gil-Jaurena Javier Callejo-Gallego Yolanda Agudo Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
description	The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures (curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged.
format	article
author	Inés Gil-Jaurena Javier Callejo-Gallego Yolanda Agudo
author_facet	Inés Gil-Jaurena Javier Callejo-Gallego Yolanda Agudo
author_sort	Inés Gil-Jaurena
title	Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
title_short	Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
title_full	Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
title_fullStr	Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
title_full_unstemmed	Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
title_sort	evaluation of the uned moocs implementation: demographics, learners' opinions and completion rates
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/2ef0a411c5c44d00b1f9a042129627f2
work_keys_str_mv	AT inesgiljaurena evaluationoftheunedmoocsimplementationdemographicslearnersopinionsandcompletionrates AT javiercallejogallego evaluationoftheunedmoocsimplementationdemographicslearnersopinionsandcompletionrates AT yolandaagudo evaluationoftheunedmoocsimplementationdemographicslearnersopinionsandcompletionrates
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Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates

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