your thoughts?
I have mine-too secure though!
any ideas-much appreciated.
D
One that carries on to complete it.
Hi John,
Ahhh, but which learners are most likely to complete it? Maybe this will help...
Learner attributes
Learner attributes that contribute to the likelihood of learners completing or not completing distance education courses. Attributes are in no particular order.
| Completers (persistent) | Learner Attributes | Non-Completers (non-persistent) |
| intrinsic | motivation | extrinsic |
| intrinsic | perceived benefits of study | extrinsic |
| certain | educational/professional goals | uncertain |
| well-developed | meta-cognitive skills | poorly-developed |
| well-developed | test-taking skills | poorly-developed |
| well-developed | time-management skills | poorly-developed |
| high | expectations of self | low |
| internal | locus of control | external |
| young | age | old |
| high | prior level of education | low |
| high | grade point average | low |
| expedient | attitude to responsibilities | conscientious |
| group | social orientation | self |
| self-sufficient | preferred learning | dependent |
| optimal | learning environment | chaotic, distracting |
| supportive | family & friends | unsupportive |
| easy, convenient | contact with staff | difficult, inconvenient |
| low | anxiety | high |
| introvert | sociability* *Not significant: DE is a "social leveller.” | extrovert |
Adapted from: Simonson, M., Smaldino, S., Albright, M., Zvacek, S.,Teaching and Learning at a Distance: Foundations of Distance Education, 5th edition, chapter 3, pages 72 - 76.
And how do you know that a learner has the Completer attributes? Based on his/her completion rate.
thank you. Most helpful.
Itamar, completion rate...my next question:
Do Do analytics capture effectiveness? My thinking thus far:
Pr Processes involved in analytics afford great potential to inform practice for enhancement. How this is meted out, can vary in terms of purpose. It may be that learner-voice could be more central to those processes. So, something like the established NSS/PTES for universities would bode well for MOOCs (a learner-informed system of evaluation for analysis). In turn, it would be nice to see more impact research/studies surrounding this area, in relation to MOOCs.
MOOC has shown a great interest to many on the internet, and many have enrolled, but from what I have read in various internet reports few complete the courses, even when they are free or affordable.
To resolve this problem, prospective students seek courses that will meet their needs, and for example would be receiving a qualification that their high paying future employer, or clients for example would positively recognise. Getting this problem sorted out first, and after that we could discuss deeper into the quality and content of a MOOC course.
Yes, there was some bad news in /.:
http://news.slashdot.org/story/14/09/13/1248258/the-mooc-revolution-that-wasnt
http://news.slashdot.org/story/14/09/13/1248258/the-mooc-revolution-that-wasnt
Yep, that list is pretty much correlation rather than causation. It isn't for MOOCs either but distance education in general. I would expect MOOC completers to be made of grittier, bootstrappier, more persistent, and unwavering stuff than DE completers.
Or at least to be lucky enough not to come across anything in the course that would give them enough difficulty (or lack of interest?) to reconsider continuing.
Is anybody watching Better call Saul and how he got his law degree in a correspondence course, perhaps a MOOC?
A simple question:
why is it important for learners to complete a MOOC?
It seems to me this reasoning is based on some sort of mythological benchmark.
Some role-play. Two people fill out a job-application for the same post, both have engaged with several MOOCs.
Scenario 1. Person 1.
States on the application form the name of the MOOCs and describes-with the use of a reflective written style- the knowledge and skill-set achieved as an outcome from engagement with said MOOCs. That detail fits very well with the job-spec and the rest of what the applicant has to offer/documented bodes well. However, this applicant did not complete any of the MOOCs, but has a selection of badges for the parts/sections of the course successfully completed.
Scenario 2. person 2.
States on the application form the name of the MOOCs and describes-with the use of a reflective written style, the knowledge and skill-set achieved as an outcome from engagement with said MOOCs. That detail fits very well with the job-spec and the rest of what the applicant has to offer/documented bodes well. However, this applicant completed all the MOOCs and has certificates in a nice shiny portfolio.
It turns out, Person 1 demonstrated an excellent understanding of knowledge and skill-set in terms of how such achievements transfer to the workplace; specifically in regard to the requirements for the role and the ethos of the company. Person 2, struggled to apply knowledge during interview, although looked great on paper, and completed several MOOCs.
Which one would you choose if you had to select once the criteria-matrix is completed-and they both have excellent scores, so it is down to....WHAT? Completing the MOOCs?
To me it is a no brainer...I would hire number 2 first, because he has demonstrated he is self motivated and will probably complete assignments without constant supervision. It has been my experience that no matter how good/bad someone does during an interview, the fine details of handling the job come after being hired. Number 1 has shown before he is hired that he is a quitter. I want to hire someone who can do the job, not someone I have to constantly check up on. I would hire number 1 only after/if number 2 fails to pan out.
Al, hi
OK, I respect your opinion.
Now, the panel have decided to hold a second round of interviews just for these two people. The driving question for the meetings is: Why did you decide to complete the MOOCs/not complete the MOOCs? We need to remember that the post is specifically looking for an IT expert in education, meaning there is a team of experts in the dept-with specialist skill-set and others who have a generic skill-set/knowledge.
Person 1
States, I enjoy reading around my specialist area and for that reason I dip in to MOOCs to build on my knowledge and skill-set. I rather not complete sections of a MOOC that include developing my knowledge about, for example robotics, because I like to engage with more than one MOOC at a time whereby I can, as I say, enhance my specialist area: web design, HTML 5 and CSS. I do not do the robotics section just to say I have completed a MOOC.
Person 2.
I love learning! I will learn about anything and everything. That is why I will finish MOOCs because you never know when that extra knowledge/skill is going to be required. I mean the robotics sections that were a requirement across a couple of the MOOCs I engaged with, were a requirement to complete the course, and I did it. I mean I can make a tea-maid that talks to you, and I can design and construct a computer system that can predict the weather, I think that is useful, it can be very accurate at times.
The job-spec requires an excellent knowledge of HTML 5 and CSS...that is a key requirement of the role.
Like D&D this is, eh :0)
Learning on a need to know basis fair enough. But do we need a MOOC for that?. Why not a search for the knowledge or information we require, or perhaps a book or some video tutorials in youtube?
Morning John,
I don't know the answer to your question, sorry. It is fair to say though: MOOCs are appealing, they have arrived and are here to stay. And, it does seem there is a lot of thought about such courses, taking place across the globe. I include a piece of my writing/notes fyi...may be helpful-or not, of course, but John-there is a change in the wind across educational outcomes/expectations and it this that is driving an ever growing focus on the MOOC: Market need, for starters.
Research suggests a mixed response from the standpoint of the participant in that 'some people find it motivating to direct their own learning' while others require more direction (Kop, 2011). Given that the 'drop-out rates are substantially higher than traditional education' (Clow, 2013), it is interesting to note more than three million people across the globe were enrolled in Coursera during March 2013 (Norton et al., 2013).
Don't get me wrong, as I agree with you. I was just giving some arguments demonstrated on the internet news.
In fact you've sold me, and I,m trying out my first MOOC. Dyslexia and second language teaching. here; https://www.futurelearn.com/courses/dyslexia/?lid=47d953cb-ed58-49c6-a5b8-d5549a5577f3
I teach young beginner, and occasionally some kids have problems reading and spelling, even though they are brilliant at speaking and listening with English. Usually these same kids have the same problem with their first language.
trying out your first MOOC-brilliant! Future Learn, I find their website has a broad range of courses, interesting.
I suppose, it would not harm to mention quality into the mix here. I am not sure all MOOCs offer the same level of quality, research about MOOCs is in its infancy, with a lot of factors for consideration.
I would suggest looking closely at the blurb and the quality aspects on offer.
That course looks interesting, but having run several modules, at undergraduate level, about inclusion and integration (there is a difference) I am left thinking, and I have said this before, the term Dyslexic students is so not in the now! Really, all people who have a disability are human-beings first, and foremost. I mean one would not say the wheelchair -student or the ADHD student.....or Dyspraxic student....it ought to be a recognition of person first then the disability....so the student who uses a wheelchair...and so on....but hey ho-call me pedantic!
I hope you enjoy the course.
I'm in total agreement Dawn, in respect of that student shouldn't be openly separated or categorised into certain groups of ability or disability. But if there is anything I can do to get better results for a group of mixed abilities, I would like like to know about it. I'll shut up for now, until such time as I am better informed on completion of the course.
Morning John,
on that note of quality, and I certainly do not mean to highlight anything amiss with what goes on at Lancaster/Lancashire.....
I have added a post about quality here too:
https://moodle.org/mod/forum/discuss.php?d=311077
you may find it interesting/or not of course.
cheers,
Dawn
Hi Dawn
I actually think this is quite a risky question to ask. I've taken part in quite a few MOOCs - and finished just under half of them. In only one case was non-completion due to external time issues. With the others, I would put it down to poor, or poorly structured materials. In no case was the level of difficulty an issue, though in one case pace was a serious problem.
Given the vast array of options available in the production of MOOC, I would say it's very hard to identify the qualities of a good MOOC learner.
Just my two cents"
Andy
Aha! This must be the flipped classrom then?
Earlier we were talking about _teaching_ and what makes a good teacher. See towards the end of the discussion "Why My MOOC is Not Built on Video" https://moodle.org/mod/forum/view.php?id=41. Now it is about learners and nothing less than good learners. I wonder where they meet.
;')
Earlier we were talking about _teaching_ and what makes a good teacher. See towards the end of the discussion "Why My MOOC is Not Built on Video" https://moodle.org/mod/forum/view.php?id=41. Now it is about learners and nothing less than good learners. I wonder where they meet.
;')
I am not too sure of the difference between asking: What makes an effective MOOC learner? and What makes an effective learner? I will think about that later. For now I will answer as someone who just *successfully* completed a MOOC course. (This post could get long- get yourself a drink and a comfortable seat).
Speaking as a MOOC addict, let me confess that my thirst for knowledge is quite insatiable. So after a few MOOC binges I decided to go cold turkey. And then I found an excuse. My advanced students needed a challenge so I introduced them to Dr Chuck's Python course. I could have sent them to codacademy.com which I often use in my face to face classroom, but I preferred to introduce them to one of the most popular MOOC courses and instructors so they could not only learn Python but also learn something about interactive media, browser based applications, and globalisation. I didn't specify these learning goals. I just said: "Google Coursera and Python and enrol, ask me if you want help" (This is a great lesson plan).
After two weeks I saw them
struggling. It took me a year to find their limit, so I was happy to
see we had reached a milestone and decided to intervene. I started to do
the exercises with them and realised I didn't know much about Python so
maybe I should just do a little bit of the MOOC to help them out. (Just
one or two drinks, nothing more. )
So weeks went by and I realised that my previous understanding of VB and asp.net made Python quite easy to learn. I blitzed the quizzes and my motivation changed. I wanted to do this MOOC for multiple reasons (not in any order):
- to provide support to my students learn programming basics
- to
learn from Dr Chuck who I saw at MoodleMoot AU in Melbourne and
recognised as someone I have a lot to learn from and will probably never
meet in person
- to check out LMS layouts (as a Moodle admin)
- because I had dinner with someone years ago who tried to convince me that Equella was faster than Sharepoint because it was written in Python
- I like finishing what I start
- It felt good to get 9/10 in quizzes and even better to be able to try again and get 10/10 woohoo!
- I like using my brain and look for ways to avoid spending my time on shopping, cooking and cleaning
So MY criteria for being successful was:
- do as minimum as necessary to guide my learners
- soak up a little of Dr Chuck and not get hooked
- See if the Coursera interface, assessment strategies and forums have changed in 2 years
- remember to feed my children and NOT waste my time playing on the Internet with silly programming challenges
(Please note that these needs and motivations changed daily)
When I hit a tricky programming challenge in Week7 I had to decide if I would 'cheat'. To meet my success criteria I should just look in the Coursera forums or just google it - and yes someone has posted the answers. But I chose a more generic site from stack overflow that gave me a clue rather than the answer. Why?? As I am currently writing a book about Motivation I analysed my every thought against my framework, Usually I am a highly motivated and capable learner and this situation took me by surprise because my goal was not to complete. I had higher goals and loyalty as a mother which as an observer you may see as 'cheating'.
Would Dr Chuck
think I was cheating if I Googled "Python dictionary" and read up on it a
bit. I doubt it. Other teachers would but my first programming teacher,
Greg, congratulated us for using copy and pasting as 'smart' rather
than cheating. He said it was more accurate and efficient, if not
strictly obedient. Dr Chuck had warned me that the first few weeks would
be easy and that I would get stuck later if I didn't pay attention to
the basics.
I achieved most of my aims within the first few weeks
of the course, The students dropped off and I was left to ponder if I
should continue. In the analysis of the data are they seen as failures?
We spent a few hours huddled around a computer screen trying to do a
simple pay* hours equation together. Was that a waste of every bodies
time because they didn't complete? In their minds the answer is no ( and
that is all that really counts here) . They achieved a few things:
- They
know about MOOCs now and are really , I mean really, excited that
geographically and economically they are not as disadvantaged as they
thought they were
- They enjoyed it so much they decided to put it on hold until after this course so they can really enjoy it and not just rush through it. How would you capture that in Big Data?
- They realised that you don't have to have special equipment , software or access to mentors to keep learning through your life
So now was the point for me to stop. I was successful and had achieved all of my goals. Hmmppfff. I forgot how much I liked being challenged. How much I need an excuse to procrastinate on the mundane jobs I have to do in my life. I was asked to tick a box that the answers were my own. That did have an effect on my 'ethics'. I was asked to type a paragraph and take a photo on my webcam.. I was surprised that I had a unique typing pattern! (I wondered if I have a "The kids are finally asleep and I am pretty tired pattern' and a "Kids are awake and I just had three interruptions while I typed one sentence pattern?") If I watched the 'Worked answer video from the teacher it felt like cheating. I realide ai had an ethical / status heirarchy:
- ask google for a clue
- ask another student for a clue
- ask the teacher (big shame .. even if watching a video and he doesn't know it)
I tried to convince myself of other reasons I should continue ....and
in the end I realised that i like it.I didn't 'cheat'. Some people
shoot Zombies faster and better to relax and I like to challenge my
brain. Maybe it is the same thing? I have no intention of becoming a
Python programmer. Professionally it helps me to communicate to with
programmers, but I really have no aspirations of continuing to become a
master programmer. Does that make me a failure? No. But it did keep me
up until 1 am to submit an assessment by the deadline. I am not an 'effective learner' in the career path to become a programmer. Because I don't want to be - not because I can't.
More importantly, Dr Chuck and Dr Curt Bonk who summarised in a virtual graduation ceremony (complete with Harry Potter stick which made me 'educated' and an emotive sound track of 'Pomp and Ceremony" ) that to be successful we need 'PC':
- purpose, passion perserverance, playfulness
- choice, committment, connections, completions,
I recently went through some online training to upgrade my qualifications. It created alot of anxiety and frustration. All through the MOOC process I didn't have these feelings. The instant feedback versus delayed feedback seems to be the biggest difference for me. I did somehow miss week 8 quiz and was informed that I can catch up in the final week in a 'few' missed activities. I could also do some optional essays for credit points to make up for lost points on quizzes. It would have been very easy for me to quit at any point and yet I didn't. I found these simple settings highly motivational and will be implementing them in my course design. In hindsight I would say that MY measure of success is ..did this experience make me a better teacher? - Yes.
In summary - how can you judge an 'effective' (MOOC) learner when you don't know why they are there, and they don't even know always know why they are there?
Natalie-want some time to think about this...lots of points.
thanks.
D
Hi Natalie,
after much thought, great post by the way.
when you say:
In summary - how can you judge an 'effective' (MOOC) learner when you don't know why they are there, and they don't even know always know why they are there?
I think, you-I-we should not be the only judges...the learner should take ownership and reflect on what they deem to be success-poss endorsed/questioned by those the learner-engages(d) with when adopting the roles of teacher and learner during a MOOC.