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Chapitre D'ouvrage Année : 2016

Measuring completion and dropout in MOOCs: A learner-centered model

Résumé

In MOOCs, there is much discussion about persistence and completion. However, there is yet no consensus and this makes it difficult to analyze the success of this kind of system. At the University Jean Moulin, we needed a framework in order to objectively determine the relevance of our MOOCs from the learner’s point of view. We therefore propose a learner-centered model to define the mechanisms of commitment and a dynamic classification of participants. We are thus able to finely analyze the progression of success and dropout indicators in our MOOCs and understand learners’ behaviors to improve the learning experience. We do not pretend to have responded fully and definitively to all the issues under this phenomenon. However, we hope that the result of this work (in progress) is a consistent set of tools for a global understanding of dropout and completion in MOOCs, and can thus serve as basis for research or practical framework.
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Dates et versions

hal-04141929 , version 1 (26-06-2023)

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  • HAL Id : hal-04141929 , version 1

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Leslie Huin, Yann Bergheaud, Pierre-André Caron, Alexandra Codina, Eric Disson. Measuring completion and dropout in MOOCs: A learner-centered model. Mohammad Khalil, Martin Ebner, Michael Kopp, Anja Lorenz & Marco Kalz. Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016), Books on Demand GmbH, Norderstedt, pp.55-68, 2016, 9783739237107. ⟨hal-04141929⟩
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