The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Initial trends in enrolment and completion of massive open online courses
Jordan, Katy

PublishedFebruary 2014
JournalThe International Review of Research in Open and Distributed Learning
Volume 15, Issue 1, Pages 133-160
Original PublicationThe International Review of Research in Open and Distance Learning
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.

Keywords eLearning · higher education · online learning · open learning

ISSN1492-3831
Other number1
RefereedYes
Rightsby/4.0
URLhttp://www.irrodl.org/index.php/irrodl/article/view/1651
Other informationIRRODL
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
1651-13695-1-PB.pdf · 335.2KB10 downloads



Viewed by 10 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Impact of OpenCourseWare publication on higher education participation and student recruitment
Carson, Stephen; Kanchanaraksa, Sukon; Gooding, Ira; Mulder, Fred; Schuwer, Robert
The free and open publication of course materials (OpenCourseWare or OCW) was initially undertaken by Massachusetts Institute of Technology (MIT) and other universities primarily to share educational resources among ...
Match: higher education; online learning; open learning

Technological developments and tertiary education delivery models: The arrival of MOOCs: Massive Open Online Courses
Shrivastava, Avinash; Guiney, Peter
This paper aims to assist the New Zealand Ministry of Education, the Tertiary Education Commission and other decision-makers in the tertiary education sector to gain a better understanding of the newer ...
Match: higher education; online learning; open learning

Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
Comer, Denise; Clark, Charlotte; Canelas, Dorian; McGreal, Rory; Conrad, Dianne
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a ...
Match: higher education; online learning; open learning

Open Education: Introduction to selected papers
Gil-Jaurena, Inés
This issue of Open Praxis compiles selected papers presented at the Open Education Consortium Global Conference, held in Cape Town (South Africa) on March 8-10, 2017. Additionaly, the Innovative Practice section ...
Match: eLearning; higher education

MOOCs as a professional development tool for librarians
Ecclestone, Meghan
This article explores how reference and instructional librarians taking over new areas of subject responsibility can develop professional expertise using new eLearning tools called MOOCs. MOOCs – Massive Open Online ...
Match: eLearning; online learning

Exploring co-studied Massive Open Online Course subjects via social network analysis
Jordan, Katy
Massive Open Online Courses (MOOCs) allow students to study online courses without requiring previous experience or qualifications. This offers students the freedom to study a wide variety of topics, freed from the ...
Match: Jordan, Katy

Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education
Wiley, David A.; Hilton, John; McGreal, Rory; Conrad, Dianne
Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. ...
Match: higher education; online learning

Promoting distance education in higher education in Cape Verde and Mozambique
Ramos, Fernando; Tajú, Gulamo; Canuto, Louisette
Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: • a blended learning master’s degree in multimedia in education for faculty in ...
Match: higher education; online learning

Mapping the open education landscape: Citation network analysis of historical open and distance education research
Weller, Martin; Jordan, Katy; DeVries, Irwin; Rolfe, Viv
The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open ...
Match: Jordan, Katy

Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
Bulfin, Scott; Pangrazio, Luciana; Selwyn, Neil; McGreal, Rory; Conrad, Dianne
One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online ...
Match: eLearning; higher education