@inproceedings{481a00f000bb477f94336b7a04f78fa7,
title = "Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement",
abstract = "Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the Future Learn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.",
keywords = "Learner engagement patterns, Learning analytics, Learning design, Moocs, Pedagogy",
author = "Rebecca Ferguson and Doug Clow and Russell Beale and Cooper, {Alison J.} and Neil Morris and Si{\^a}n Bayne and Amy Woodgate",
year = "2015",
month = nov,
day = "26",
doi = "10.1007/978-3-319-24258-3_6",
language = "English",
isbn = "978-3-319-24257-6",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "70--84",
booktitle = "Design for Teaching and Learning in a Networked World",
note = "10th European Conference on Technology Enhanced Learning, EC-TEL 2015 ; Conference date: 15-09-2015 Through 18-09-2015",
}