The EMMA experience. Emerging patterns and factors for success
Published | May 2017 |
Conference | 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus |
Series | Lecture Notes in Computer Science Edition 1, Volume 10254, Pages 20-28 |
Publisher | Springer International Publishing |
Editors | Kloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su |
Country | Spain, Europe |
ABSTRACT
Since 2008, when the first experiment with MOOCs took place, much has been said, written and explored. However, almost ten years later we are unable to say whether MOOCs are really a desirable learning experience and, moreover, what are the factors for success in the MOOC environment. Literature in the field seems to clearly endorse learner engagement and participation as activities that ensure a higher completion rate and a satisfying learning experience, yet a high degree of dropout can be attributed to a request for participation which learners find unsustainable. On many MOOC projects, the data opens opportunities for discussion but provides few answers, as so much depends on individual variables of the specific course. Far from being a limit of the research, this uncertainty is the only way to preserve learning from becoming a hostage of algorithms, thus leaving teachers and learners the freedom to plan, decide, and experience, and to evaluate their teaching and learning.Keywords | learning analytics · learning data · MOOC |
Published at | Madrid |
ISBN | 978-3-319-59044-8 |
Refereed | Yes |
Rights | © Springer International Publishing AG 2017 |
DOI | 10.1007/978-3-319-59044-8_3 |
URL | https://link.springer.com/chapter/10.1007/978-3-319-59044-8_3 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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