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How to design for persistence and retention in MOOCs?

Brasher, Andrew; Weller, Martin and McAndrew, Patrick (2016). How to design for persistence and retention in MOOCs? In: MOOCs in Europe (Jansen, Darco and Konings, Lizzie eds.), EADTU, pp. 179–187.

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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
Copyright Holders: 2016 The Authors
ISBN: 90-79730-19-X, 978-90-79730-19-3
Project Funding Details:
Funded Project NameProject IDFunding Body
HOME - Higher education Online: MOOCs the European way.543516-LLP-1-2013-1-NL-KA3-KA3NWEuropean Union
Keywords: retention; persistence; learning design; representation; patterns
Academic Unit/School: Learning and Teaching Innovation (LTI) > Research Strategy & Operations
Learning and Teaching Innovation (LTI)
Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Health and Wellbeing PRA (Priority Research Area)
Related URLs:
Item ID: 47140
Depositing User: Andrew Brasher
Date Deposited: 05 Sep 2016 09:56
Last Modified: 17 Nov 2017 09:01
URI: http://oro.open.ac.uk/id/eprint/47140
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