Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement

Rebecca Ferguson; Russell Beale; Alison J. Cooper; Doug Clow; Neil Morris; Siân Bayne; Amy Woodgate

doi:10.1007/978-3-319-24258-3_6

Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement

Rebecca Ferguson^*, Russell Beale, Alison J. Cooper, Doug Clow, Neil Morris, Siân Bayne, Amy Woodgate

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

33 Citations (Scopus)

Abstract

Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the Future Learn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.

Original language	English
Title of host publication	Design for Teaching and Learning in a Networked World
Subtitle of host publication	10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings
Editors	Grainne Conole, Tomaž Klobučar, Christoph Rensing, Johannes Konert, Élise Lavoué
Publisher	Springer
Pages	70-84
Number of pages	15
Volume	9307
ISBN (Electronic)	9783319242583
ISBN (Print)	9783319242576
DOIs	https://doi.org/10.1007/978-3-319-24258-3_6
Publication status	Published - 2015
Event	10th European Conference on Technology Enhanced Learning, EC-TEL 2015 - Toledo, Spain Duration: 15 Sept 2015 → 18 Sept 2015

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	9307
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	10th European Conference on Technology Enhanced Learning, EC-TEL 2015
Country/Territory	Spain
City	Toledo
Period	15/09/15 → 18/09/15

Keywords

Learner engagement patterns
Learning analytics
Learning design
Moocs
Pedagogy

ASJC Scopus subject areas

Computer Science(all)
Theoretical Computer Science

Access to Document

10.1007/978-3-319-24258-3_6

Ambient Information Representation: Managing Increasing Data
Beale, R.
Engineering & Physical Science Research Council
15/02/08 → 14/04/08
Project: Research Councils

Cite this

Ferguson, R., Beale, R., Cooper, A. J., Clow, D., Morris, N., Bayne, S., & Woodgate, A. (2015). Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement. In G. Conole, T. Klobučar, C. Rensing, J. Konert, & É. Lavoué (Eds.), Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (Vol. 9307, pp. 70-84). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9307). Springer. https://doi.org/10.1007/978-3-319-24258-3_6

Ferguson, Rebecca ; Beale, Russell ; Cooper, Alison J. et al. / Moving through MOOCS : Pedagogy, learning design and Patterns of Engagement. Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings. editor / Grainne Conole ; Tomaž Klobučar ; Christoph Rensing ; Johannes Konert ; Élise Lavoué . Vol. 9307 Springer, 2015. pp. 70-84 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{e888d47c7c95461e980b66f0bf57ac31,

title = "Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement",

abstract = "Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the Future Learn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.",

keywords = "Learner engagement patterns, Learning analytics, Learning design, Moocs, Pedagogy",

author = "Rebecca Ferguson and Russell Beale and Cooper, {Alison J.} and Doug Clow and Neil Morris and Si{\^a}n Bayne and Amy Woodgate",

year = "2015",

doi = "10.1007/978-3-319-24258-3_6",

language = "English",

isbn = "9783319242576",

volume = "9307",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

publisher = "Springer",

pages = "70--84",

editor = "Grainne Conole and Klobu{\v c}ar, { Toma{\v z} } and Rensing, { Christoph } and Konert, { Johannes } and {Lavou{\'e} }, {{\'E}lise }",

booktitle = "Design for Teaching and Learning in a Networked World",

note = "10th European Conference on Technology Enhanced Learning, EC-TEL 2015 ; Conference date: 15-09-2015 Through 18-09-2015",

}

Ferguson, R, Beale, R , Cooper, AJ, Clow, D, Morris, N, Bayne, S & Woodgate, A 2015, Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement. in G Conole, T Klobučar, C Rensing, J Konert & É Lavoué (eds), Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings. vol. 9307, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9307, Springer, pp. 70-84, 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, 15/09/15. https://doi.org/10.1007/978-3-319-24258-3_6

Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement. / Ferguson, Rebecca; Beale, Russell ; Cooper, Alison J. et al.
Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings. ed. / Grainne Conole; Tomaž Klobučar; Christoph Rensing; Johannes Konert; Élise Lavoué . Vol. 9307 Springer, 2015. p. 70-84 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9307).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Moving through MOOCS

T2 - 10th European Conference on Technology Enhanced Learning, EC-TEL 2015

AU - Ferguson, Rebecca

AU - Beale, Russell

AU - Cooper, Alison J.

AU - Clow, Doug

AU - Morris, Neil

AU - Bayne, Siân

AU - Woodgate, Amy

PY - 2015

Y1 - 2015

N2 - Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the Future Learn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.

AB - Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the Future Learn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.

KW - Learner engagement patterns

KW - Learning analytics

KW - Learning design

KW - Moocs

KW - Pedagogy

UR - http://www.scopus.com/inward/record.url?scp=84944706664&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-24258-3_6

DO - 10.1007/978-3-319-24258-3_6

M3 - Conference contribution

AN - SCOPUS:84944706664

SN - 9783319242576

VL - 9307

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 70

EP - 84

BT - Design for Teaching and Learning in a Networked World

A2 - Conole, Grainne

A2 - Klobučar, Tomaž

A2 - Rensing, Christoph

A2 - Konert, Johannes

A2 - Lavoué , Élise

PB - Springer

Y2 - 15 September 2015 through 18 September 2015

ER -

Ferguson R, Beale R , Cooper AJ, Clow D, Morris N, Bayne S et al. Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement. In Conole G, Klobučar T, Rensing C, Konert J, Lavoué É, editors, Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings. Vol. 9307. Springer. 2015. p. 70-84. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-24258-3_6

Moving through MOOCS: Pedagogy, learning design and Patterns of Engagement

Abstract

Publication series

Conference

Keywords

ASJC Scopus subject areas

Access to Document

Fingerprint

Projects

Ambient Information Representation: Managing Increasing Data

Cite this