In the midst of the current technological revolution, there is a thriving conversation about how society should adapt to the future of work taking place in the national media, universities, policy organizations, think tanks, consulting firms and companies. One such model for work and education under consideration is that of the role of higher education in workforce development. How well does a bachelor’s degree prepare an individual for a career in this shifting landscape of work? What is the responsibility of the university to the student – to prepare them for a career? Or to help them build the intellectual framework to build a meaningful life Incorporating the practice and development of 21st century skills into the higher education classroom does not necessarily require a great rethinking of the education model or content delivery. Rather, it could be as simple as encouraging faculty to use proven educational principles such as active learning and group-based learning into the classroom. This would allow students to practice some of the necessary skills such as communication, respect, teamwork, and problem solving into their higher education curriculum.
Understanding learners’ perceptions of their own learning outcomes is critical for accurately interpreting those outcomes and planning interventions to help improve them. Past research in massive open online courses (MOOCs) shows that many learners enroll in courses they do not finish, and much research has been conducted investigating the patterns and trends driving this. This paper uses a qualitative methodology to understand how learners perceive course completion and certification, and why they do or do not meet their learning goals. Data were analyzed from fifteen interviews with learners who had enrolled in at least one MOOC. The data suggests that learners have a complex understanding of completion that varies depending on their own goals and access to the material. It also shows that they see certification as distinct from completion, and will only be willing to pursue certification under certain circumstances.
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