Brasher, Andrew; Weller, Martin and McAndrew, Patrick
(2016).
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| URL: | http://eadtu.eu/images/publicaties/MOOCs_in_Europe... |
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Abstract
Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme.
In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context.
| Item Type: | Conference or Workshop Item | ||||||
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| Copyright Holders: | 2016 The Authors | ||||||
| ISBN: | 90-79730-19-X, 978-90-79730-19-3 | ||||||
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| Keywords: | retention; persistence; learning design; representation; patterns | ||||||
| Academic Unit/School: | Learner and Discovery Services (LDS) > Development & Production Learner and Discovery Services (LDS) Faculty of Wellbeing, Education and Language Studies (WELS) |
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| Research Group: | Centre for Research in Education and Educational Technology (CREET) Health and Wellbeing PRA (Priority Research Area) |
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| Item ID: | 47140 | ||||||
| Depositing User: | Andrew Brasher | ||||||
| Date Deposited: | 05 Sep 2016 09:56 | ||||||
| Last Modified: | 17 Jul 2019 13:53 | ||||||
| URI: | http://oro.open.ac.uk/id/eprint/47140 | ||||||
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