Relevance of MOOCs for training of public sector employees

Sánchez-Gordón, Sandra; Calle-Jimenez, Tania

doi:10.1109/ithet.2015.7218016

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…Findings reveal that employees’ job-advancement and potential for job promotion would not be significantly impacted by their choice of post-secondary training. In alignment with Sanchez-Gordon et al (2015), survey respondents likewise perceived MOOCs as an attractive training alternative for an organization’s current workforce, indicating that MOOCs would be a quality means for employees’ continuing education needs. Broadening suppositions by Manceli et al (2015), findings were particularly true of technology-dependent industries where employers perceived MOOCs as being more targeted to specific niche skill-sets and potentially offering more up-to-date courses than traditional college coursework.…”

Section: Resultsmentioning

confidence: 92%

“…MOOCs are free, online courses using open-sourced materials delivered by some of the world’s best universities (Chen et al , 2013). First introduced in 2008 at the University of Manitoba by Stephen Downes and George Siemens, MOOCs evolved from early twenty-first century distance education programs using fully online platforms (Sanchez-Gordon et al , 2015). In 2011, Stanford University professor Sebastian Thrun and Google executive Peter Norvig offered the course “Introduction to Artificial Intelligence” as a MOOC and enrolled over 160,000 students (Jacoby, 2014).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Beyond the promise of widespread generalized training, the public sector views MOOCs as a strategic addition to its active-employee development protocol. Sanchez-Gordon et al (2015) suggest that organizations can take advantage of MOOCs’ low cost, widespread accessibility and open format to train large numbers of employees uniformly while still conforming to private and governmental training guidelines. Endorsing educational programs such as MOOCs even further, President Obama recommended the use of noncredit courses in a recent campaign aimed at providing Americans additional training for in-demand, technology-based jobs (Grant, 2015).…”

Section: Workforce Trendsmentioning

confidence: 99%

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Gauging the value of MOOCs

Rosendale

2017

HESWBL

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Purpose The purpose of this paper is to examine hiring managers’ perceptions of massive open online courses (MOOCs) as compared to traditional degree-conferred forms of higher education in relation to hiring and employment decisions. Design/methodology/approach A literature review is presented along with a triangulated theoretical framework. Using online survey data, quantitative methods reveal findings related to the main research question: what are hiring managers’ attitudes toward MOOCs as a form of post-secondary education? Findings Analysis of the data reveals that hiring managers have a clear preference for traditionally educated job applicants but employer demographics, apart from organizational procedures, do not significantly impact their overall perceptions of MOOCs’ value. Research limitations/implications Most of the research is based on anecdotal research. Very little has been written on how to fix this problem. Practical implications This paper illustrates implications of MOOCs’ future development and implementation both in higher education and in the labor-force. The main implication is that MOOCs represent neither a panacea to the issues facing higher education and the American labor-force nor an alarming threat to stakeholders appreciative of the status quo. Originality/value This paper fills a current research gap as evidenced in the literature; employers’ perceptions of MOOC-educated job applicants when compared to traditionally educated/degree-conferred job applicants. By determining the value of MOOCs as employers pragmatically view them, stakeholder groups can better determine their future positioning of MOOC-related resources in addition to time and money allocated in MOOCs’ direction.

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Section: Resultsmentioning

confidence: 92%

Section: Background Of the Studymentioning

confidence: 99%

Section: Workforce Trendsmentioning

confidence: 99%

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Gauging the value of MOOCs

Rosendale

2017

HESWBL

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“…Sanchez-Gordon, Calle-Jimenez and Luján-Mora in "Relevance of MOOCs for Training of Public Sector Employees" describe three challenges that need to be addressed for the successful implementation of MOOCs in education: enrollment, completion rate and web accessibility (Sanchez-Gordon et al, 2015). In the study, the authors focus on the rate of completion.…”

Section: Moocs High Dropout Ratementioning

confidence: 99%

Gamification Increases Completion Rates in Massive Open Online Courses

Nesterowicz

Bayramova²,

Fereshtehnejad

et al. 2022

International Journal of Information and Communication Technology Education

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Massive Open Online Courses (MOOCs) aim at unlimited participation and open access via the web. There are concerns about the actual value of such courses. This is predominantly due to higher dropout rates. According to studies, only 7-13% go on to complete these courses. The high dropout rate in MOOCs is a challenge for education providers. This paper aims to explore reasons for high dropout rates within MOOCs and how they can be minimized. With this in mind, two research questions have been set for this study: 1) Why do MOOC participants not complete their courses? 2) How can the course completion rate be increased? Implementation of the strategies investigated in this paper can increase completion rates in MOOCs. In conclusion, after analyzing the collected data, the final results have shown that gamification increased the completion rate of MOOCs.

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“…MOOCs optimize time, reduce costs and can be taken wherever and whenever the student finds convenient . By 2015, the worldwide enrollment in MOOCs reached 17 million students, while the range of subjects reached 2,400 (Sanchez-Gordon, Calle-Jimenez & Lujan-Mora, 2015, Sanchez-Gordon & Lujan-Mora, 2016. The biggest disadvantage in MOOCs is student desertion (between 88.3-90%) (Carey, 2012;Chang & Wei, 2016;, which may come from the experiences suffered by students during the course (Chiappe-Laverde, Hine & Martinez-Silva, 2015;Mabuan, 2018).…”

Section: Introductionmentioning

confidence: 99%

Survival and Risk Analysis in MOOCS

Labrador¹,

Vargas²,

Alvarado³

et al. 2019

Turkish Online Journal of Distance Education

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The most significant disadvantage in the use of MOOCs is their high drop out rates, which reaches between 88.3% and 90%. This research examined the desertion from 15 MOOCs, the following factors and their relation to desertion were assessed, characteristics of the students (gender, language, educational level, age, interest in the final certificate) and aspects of the courses (data lost at the time of registration, duration of the MOOC, course discipline, number of total questions and by evaluation). The results, based on survival analysis, indicate the probability of desertion is the highest on the first and last weeks of the MOOC. Our findings show that the probability of dropout is affected by the number of questions in each evaluation, the educational level of the participants, their age and their interest in the certificate. Missing data in the registration form was found to be associated with desertion being a significant pre-dictor of risk of quitting. Finally, the lack of interest in the certificate was found to be a predictor of the highest risk of dropping out. Possible strategies to reduce the desertion behavior at MOOCs are discussed.

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Relevance of MOOCs for training of public sector employees

Cited by 14 publications

References 2 publications

Gauging the value of MOOCs

Gauging the value of MOOCs

Gamification Increases Completion Rates in Massive Open Online Courses

Survival and Risk Analysis in MOOCS

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