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Moving through MOOCS: pedagogy, learning design and patterns of engagement

Ferguson, Rebecca; Clow, Doug; Beale, Russell; Cooper, Alison J; Morris, Neil; Bayne, Siân and Woodgate, Amy (2015). Moving through MOOCS: pedagogy, learning design and patterns of engagement. In: Design for Teaching and Learning in a Networked World (Klobucar, Tomaž and Conole, Grainne eds.), Lecture Notes in Computer Science, Springer International Publishing Switzerland, pp. 70–84.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1007/978-3-319-24258-3_6
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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 FutureLearn 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.

Item Type: Conference or Workshop Item
Copyright Holders: 2015 Springer International Publishing Switzerland
ISBN: 3-319-24258-X, 978-3-319-24258-3
Keywords: learning analytics; learner engagement patterns; learning design; MOOCs; massive open online courses; pedagogy
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 44052
Depositing User: Rebecca Ferguson
Date Deposited: 20 Aug 2015 08:38
Last Modified: 08 Feb 2017 08:09
URI: http://oro.open.ac.uk/id/eprint/44052
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