MOOCs to university: a consumer goal and marketing perspective

Howarth, Jason; D’Alessandro, Steven; Johnson, Lester W.; White, Lesley

doi:10.1080/08841241.2017.1306603

Cited by 13 publications

(6 citation statements)

References 49 publications

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“…This is again a result of team teaching and therefore distributed teaching presence in MOOCs. Interestingly, instructors were engaged in a new aspect of course organisation, ie, marketing their institution, since MOOCs are often used for publicity and marketing to increase visibility and recruitment (Howarth et al , ). This new indicator reflects a unique aspect of course organisation in MOOCs.…”

Section: Discussionmentioning

confidence: 99%

Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses

Goshtasbpour¹,

Swinnerton²,

Morris³

2019

Brit J Educational Tech

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Previous research on xMOOC pedagogy has established that learner interactions in discussion forums play a fundamental role in learning. However, little is known about the extent to which MOOC instructors engage with learner conversations and the impact this has on learner engagement. Adopting a novel design, this study went beyond self-reported methods, and combined transcript analysis and in-depth interviews to examine the dynamics of learner-instructor interactions and to revisit the use of the Community of Inquiry framework (CoI) in MOOC context. The findings revealed that the majority of instructors' contributions to learner conversations are social, followed by teaching and cognitive contributions. While all contribution types decreased over the duration of the MOOC, the relative importance of each type did not necessarily change. Furthermore, the analysis showed that learners engaged with 42% of instructor contributions by responding to or liking them or both. Considering the application of the CoI to massive and open online learning contexts, this study demonstrates that while the framework can unfold educational transactions in MOOCs, reoperationalisation and reconceptualisation of some indicators along with the introduction of new indicators are essential. The implications of this for theory and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses

Goshtasbpour¹,

Swinnerton²,

Morris³

2019

Brit J Educational Tech

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“…The foundations and practical solutions in the sphere of marketing of higher educational services and activation of marketing activities of universities as a specific direction of non-profit marketing are viewed in the works of Assimakopoulos et al (2017), Boldyreva and Yambyshev (2017), Danakin et al (2016), Gregory-Smith et al (2017), Howarth et al (2017), Kalimullin and Dobrotvorskaya (2016), Malarvizhi et al (2017), Nyklová (2017), Peruta and Shields (2018), Pressey (2017), Rutter et al (2017), Sekerin et al (2018), Taecharungroj (2017), Wiyono et al (2017).…”

Section: Methodsmentioning

confidence: 99%

Marketing model of promotion of remote education by modern university

Przhedetskaya

Borzenko

2019

IJEM

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Purpose The purpose of this paper is to substantiate the necessity of marketing of remote education by the example of leading universities of Rostov Oblast of modern Russia and to develop the marketing model of promotion of remote education by the modern university. Design/methodology/approach The authors use the method of economic statistics and regression and correlation analysis. Based on the data of the single information system of the Russian Federation in the sphere of purchases, the authors selected orders of the leading universities of Rostov Oblast for access to the internet for 2017, which are the indicator of their modernization on the basis of new information and communication technologies. Based on the data of the Ministry of Education and Science of the Russian Federation, the authors determined the incomes of the leading universities of Rostov Oblast in 2017 and their positions in the regional ranking of effectiveness of activities of universities of Rostov Oblast. These data became a statistical basis for compiling the regression curve, which reflects regression and correlation of expenditures for access to the internet and total expenditures of the leading universities of Rostov Oblast in 2017. Findings It is concluded that modernization on the basis of new information and communication technologies (primarily, the internet) stimulates the growth of modern university’s competitiveness. Due to this, remote education is a perspective direction of development and increase of effectiveness of modern university’s activities. The necessity for marketing of remote education is predetermined by its lower value as compared to traditional education and, accordingly, lower demand for educational services that are provided in the remote form. Originality/value The authors’ marketing model of promotion of remote education by modern university is developed and presented. The advantage of this model is harmonization of commercial and non-commercial goals and priorities of modern university’s activities, due to which balance of its social function in the economic system and its entrepreneurial function, which consists in the necessity for providing self-financing and maximization of the received profit, are ensures.

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“…The study was applied on 9 HarvardX MOOCs and showed that the correlation between the two variables was a stronger predictor of certification rather than any demographic traits. (Howarth et al 2017) studied MOOC learners' subsequent educational goals after taking the course, by using consumer goal theory. They examined how completing a MOOC can motivate a learner to join the providing university to take a degree course.…”

Section: Certification Predictionmentioning

confidence: 99%

Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs

Alshehri

Alamri

Cristea

et al. 2021

Int J Artif Intell Educ

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Since their ‘official’ emergence in 2012 (Gardner and Brooks 2018), massive open online courses (MOOCs) have been growing rapidly. They offer low-cost education for both students and content providers; however, currently there is a very low level of course purchasing (less than 1% of the total number of enrolled students on a given online course opt to purchase its certificate). The most recent literature on MOOCs focuses on identifying factors that contribute to student success, completion level and engagement. One of the MOOC platforms’ ultimate targets is to become self-sustaining, enabling partners to create revenues and offset operating costs. Nevertheless, analysing learners’ purchasing behaviour on MOOCs remains limited. Thus, this study aims to predict students purchasing behaviour and therefore a MOOCs revenue, based on the rich array of activity clickstream and demographic data from learners. Specifically, we compare how several machine learning algorithms, namely RandomForest, GradientBoosting, AdaBoost and XGBoost can predict course purchasability using a large-scale data collection of 23 runs spread over 5 courses delivered by The University of Warwick between 2013 and 2017 via FutureLearn. We further identify the common representative predictive attributes that influence a learner’s certificate purchasing decisions. Our proposed model achieved promising accuracies, between 0.82 and 0.91, using only the time spent on each step. We further reached higher accuracy of 0.83 to 0.95, adding learner demographics (e.g. gender, age group, level of education, and country) which showed a considerable impact on the model’s performance. The outcomes of this study are expected to help design future courses and predict the profitability of future runs; it may also help determine what personalisation features could be provided to increase MOOC revenue.

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MOOCs to university: a consumer goal and marketing perspective

Cited by 13 publications

References 49 publications

Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses

Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses

Marketing model of promotion of remote education by modern university

Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs

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