#EDEN14 Evaluating MOOCs – what is really happening?

Grainne Conole, University of Leicester.

All slides on slideshare under Grainne’s name. Brief history and taxonomy of MOOCs, allows for some classification. There is real debate about MOOCs, especially around low retention rates, learning income not learning outcomes, seen as a marketing exercise. Aspirations are publicly stated as being open, listening to learners, keeping it simple etc. At Leicester, they have attempted to analyse success of MOOCs, surveying etc. Mainly students stated that they liked interactive activities, less so the talking to other students and tutors. In fact 90% stated they had no contact with tutors. Students generally happy with time needed, duration and level. Many students also noted that they appreciated the issue of MOOCs being for the ‘public good’. Externally this matches what others have found.

Disruptive and challenging technology, new business models are emerging, new approaches needed for design, blurring of boundaries, disaggregation of education.


About sharonslade

Dr Sharon Slade is a senior lecturer in the Faculty of Business and Law at the Open University in the UK working to support both tutors and students on Open University distance learning modules and programmes. Her research interests encompass ethical issues in learning analytics and online learning and tuition. Project work includes the development of a student support framework to improve retention and progression and the development of a university wide tool for tracking students and triggering relevant and targeted interventions. She led the development of new policy around the ethical use of learning analytics within the Open University, UK.
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