Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement

Rebecca Ferguson*, Doug Clow, Russell Beale, Alison J. Cooper, Neil Morris, Siân Bayne, Amy Woodgate

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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.

Original languageEnglish
Title of host publicationDesign for Teaching and Learning in a Networked World
Subtitle of host publication10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Proceedings
PublisherSpringer-Verlag
Pages70-84
Number of pages15
ISBN (Electronic)978-3-319-24258-3
ISBN (Print)978-3-319-24257-6
DOIs
Publication statusE-pub ahead of print - 26 Nov 2015
Event10th European Conference on Technology Enhanced Learning, EC-TEL 2015 - Toledo, Spain
Duration: 15 Sep 201518 Sep 2015

Publication series

NameLecture Notes in Computer Science
PublisherSpringer, Cham
Volume9307
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference10th European Conference on Technology Enhanced Learning, EC-TEL 2015
CountrySpain
CityToledo
Period15/09/1518/09/15

Keywords

  • Learner engagement patterns
  • Learning analytics
  • Learning design
  • Moocs
  • Pedagogy

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