Retention in MOOCS: some key factors

Laverde, Andrés Chiappe; Castillo, Blanca Diana Lorena

doi:10.1590/s0104-40362020002802667

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…These research reviews synthesize published studies from the previous decade (2010–2020), and thus provide a great scope of the research field. Still, we find that drop-out, retention, and attrition issues spark great research interest (Chen et al, 2022 ; Chiappe & Castillo, 2021 ; Estrada-Molina & Fuentes-Cancell, 2022 ; Wang et al, 2022 ). These research reviews are prone to emphasizing different explanations as to why learners drop out of MOOCs, which can be attributed to ineffective online course design, lack of belonging, time factors, and hidden costs, etc.…”

Section: Theoretical Perspectivesmentioning

confidence: 92%

Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context

2023

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While technological change in organizations is fast and eminent to most people, the adoption of Massive Open Online Courses, micro-credentials, and flexible and scalable online courses, appear to be comparatively slow in Higher Education in the Nordic countries. To explore this phenomenon, we completed 10 qualitative interviews at ten different higher education institutions across Norway in fall 2020. The informants were strategically selected among employees who had been involved in open platform technology, MOOC production and support for faculties. Adopting thematic analyses, we found entrepreneurs who positioned themselves in pockets of innovation with the intention to transform teaching and learning. Rather than seeing technological innovations as “more of the same”, the entrepreneurs embraced the possibilities emerging in new educational practices. Inspired by New Institutionalism, we focused on the organizational conditions for MOOC production. The entrepreneurs often entered interpretive struggles at higher organizational levels in competition with other stakeholders. Despite national initiatives and funding, many stakeholders questioned the value of MOOCs. Our study points to discrepancies in understanding the disruptive and transformative change that new technology can bring to study programs and lifelong learning. The informants also experienced insufficient support from leaders and lamented the lack of a national platform for open online access. We link these findings to embedded theories, belief systems and discourses in educational cultures and management in Higher Education.

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Section: Theoretical Perspectivesmentioning

confidence: 92%

Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context

2023

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Differential Analysis of MOOC Models for Increasing Retention and Evaluation of the Performance of Proposed Model

Vardhan Pant,

Chandra Lohani

2023

International Conference on Innovative Computing and Communications

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Perspective Chapter: MOOCs in India – Evolution, Innovation, Impact, and Roadmap

Pratim Das

2023

Massive Open Online Courses - Current Practice and Future Trends

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With the largest population of the world and one of the highest enrolments in higher education, India needs efficient and effective means to educate its learners. India started focusing on open and digital education in 1980’s and its efforts were escalated in 2009 through the NMEICT program of the Government of India. A study by the Government and FICCI in 2014 noted that India cannot meet its educational needs just by capacity building in brick and mortar institutions. It was decided that ongoing MOOCs projects under the umbrella of NMEICT will be further strengthened over its second (2017–21) and third (2021–26) phases. NMEICT now steers NPTEL / SWAYAM (India’s MOOCs) and several digital learning projects including Virtual Labs, e-Yantra, Spoken Tutorial, FOSSEE, and National Digital Library on India—the largest digital education library in the world. Further, India embraced its new National Education Policy in 2020 to strongly foster online education. In this chapter, we take a deep look into the evolution of MOOCs in India, its innovations, its current status and impact, and the roadmap for the next decade to address its challenges and grow. AI-powered MOOCs is an emerging opportunity for India to lead MOOCs worldwide.

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Retention in MOOCS: some key factors

Cited by 3 publications

References 25 publications

Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context

Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context

Differential Analysis of MOOC Models for Increasing Retention and Evaluation of the Performance of Proposed Model

Perspective Chapter: MOOCs in India – Evolution, Innovation, Impact, and Roadmap

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