Toward a Typology of MOOC Activity Patterns

Bachelet, Rémi; Chaker, Rawad

doi:10.1007/978-3-319-59044-8_15

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…This analysis allowed us to interpret and illustrate forms of learning engagement, by establishing four distinct ways learners approach learning in MOOCs, described below ( Figure 1). There are already a number of typologies of MOOC learners that focus solely on how learners behave in a MOOC platform (see for example Bachelet & Chaker, 2017;Milligan, Littlejohn & Margaryan, 2013;Tschofen & Mackness, 2012). The four ways of acting as a MOOC learner include being: Visible: The extent to which a learner actively participates online and is known to other participants.…”

Section: Four Ways Of Being a Mooc Learnermentioning

confidence: 99%

Disruptive Democratisers?

Hood

Littlejohn

2019

Ubiquitous Inclusive Learning in a Digital Era

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Massive open online courses (MOOCs) are described as disruptive and democratising. It is claimed MOOCs have characteristics that challenge traditional forms of education. This chapter critiques these claims, arguing that MOOCs do not always allow for the diverse motivations of masses of learners. This brings into question forms of data-based support based on and in response to learner behaviours. The chapter interrogates narrative accounts of MOOC learner experiences to pinpoint four distinct ways people learn in MOOCs. Factors critical to learning are motivation, self-regulation, environment and socialisation. Developing analytic tools that address these are important. However, analytics systems tend to personalise learner support in relation to pre-defined course goals, rather than focusing on the goals of the learner. Next generation systems are already focusing on empowering learners to follow their own goals and flexing course designs to fit the goals of each learner. These are more powerful than systems where the students have to adapt to a course designed for the masses.

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Section: Four Ways Of Being a Mooc Learnermentioning

confidence: 99%

Disruptive Democratisers?

Hood

Littlejohn

2019

Ubiquitous Inclusive Learning in a Digital Era

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“…We studied the 12th session of a French project management (PM) MOOC (Bachelet & Chaker, 2017), which ran from September to November, 2018. Unlike most MOOC studies, we focused on Frenchspeaking cultural regions: Europe (France and French-speaking European countries), North Africa, Central and West Africa, and the French-speaking Caribbean.…”

Section: Introductionmentioning

confidence: 99%

Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC

Chaker

Bachelet

2020

IRRODL

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This paper uses data mining from a French project management MOOC to study learners’ performance (i.e., grades and persistence) based on a series of variables: age, educational background, socio-professional status, geographical area, gender, self- versus mandatory-enrollment, and learning intentions. Unlike most studies in this area, we focus on learners from the French-speaking world: France and French-speaking European countries, the Caribbean, North Africa, and Central and West Africa. Results show that the largest gaps in MOOC achievements occur between 1) learners from partner institutions versus self-enrolled learners 2) learners from European countries versus low- and middle-income countries, and 3) learners who are professionally active versus inactive learners (i.e., with available time). Finally, we used the CHAID data-mining method to analyze the main characteristics and discriminant factors of MOOC learner performance and dropout.

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On the Use of MOOCs in Companies: A Panorama of Current Practices

Condé

Cisel

2019

Lecture Notes in Computer Science

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Toward a Typology of MOOC Activity Patterns

Cited by 6 publications

References 3 publications

Disruptive Democratisers?

Disruptive Democratisers?

Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC

On the Use of MOOCs in Companies: A Panorama of Current Practices

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