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Why size matters in MOOCs

Research output: Contribution to specialist publicationArticle

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Why size matters in MOOCs. / Padilla Rodriguez, Brenda Cecilia; Armellini, Cesar Alejandro.

In: Researching Education, Vol. 1, No. 3, 21.11.2020.

Research output: Contribution to specialist publicationArticle

Harvard

Padilla Rodriguez, BC & Armellini, CA 2020, 'Why size matters in MOOCs' Researching Education, vol. 1, no. 3. https://doi.org/10.5281/zenodo.4283414

APA

Padilla Rodriguez, B. C., & Armellini, C. A. (2020). Why size matters in MOOCs. Researching Education, 1(3). https://doi.org/10.5281/zenodo.4283414

Vancouver

Padilla Rodriguez BC, Armellini CA. Why size matters in MOOCs. Researching Education. 2020 Nov 21;1(3). https://doi.org/10.5281/zenodo.4283414

Author

Padilla Rodriguez, Brenda Cecilia ; Armellini, Cesar Alejandro. / Why size matters in MOOCs. In: Researching Education. 2020 ; Vol. 1, No. 3.

Bibtex

@misc{d5bfd15c0cbc4242afe31cb5497273ef,
title = "Why size matters in MOOCs",
abstract = "Since their appearance in 2008, Massive Open Online Courses (MOOCs) have become prevalent within higher education. As prestigious institutions offer them free of charge or sometimes for a small fee, MOOCs are an attractive option for students worldwide. They commonly have thousands of enrolled users. However, few people actually complete them. Most MOOCs are between six and ten weeks long. As they progress, engagement tends to decrease and participants drop out. We wondered if shorter MOOCs could prevent this “funnel participation” phenomenon. Previous research on the topic is descriptive. It compares existing MOOCs with MOOCs of different durations and, thus, a variety of factors other than the length of the course – such as the topic, type of assessment or pedagogical approach – could explain the different levels of learner participation. Our question remained: Could dividing MOOCs into smaller chunks be enough to make them more engaging?",
author = "{Padilla Rodriguez}, {Brenda Cecilia} and Armellini, {Cesar Alejandro}",
year = "2020",
month = nov,
day = "21",
doi = "10.5281/zenodo.4283414",
language = "English",
volume = "1",
journal = "Researching Education",

}

RIS

TY - GEN

T1 - Why size matters in MOOCs

AU - Padilla Rodriguez, Brenda Cecilia

AU - Armellini, Cesar Alejandro

PY - 2020/11/21

Y1 - 2020/11/21

N2 - Since their appearance in 2008, Massive Open Online Courses (MOOCs) have become prevalent within higher education. As prestigious institutions offer them free of charge or sometimes for a small fee, MOOCs are an attractive option for students worldwide. They commonly have thousands of enrolled users. However, few people actually complete them. Most MOOCs are between six and ten weeks long. As they progress, engagement tends to decrease and participants drop out. We wondered if shorter MOOCs could prevent this “funnel participation” phenomenon. Previous research on the topic is descriptive. It compares existing MOOCs with MOOCs of different durations and, thus, a variety of factors other than the length of the course – such as the topic, type of assessment or pedagogical approach – could explain the different levels of learner participation. Our question remained: Could dividing MOOCs into smaller chunks be enough to make them more engaging?

AB - Since their appearance in 2008, Massive Open Online Courses (MOOCs) have become prevalent within higher education. As prestigious institutions offer them free of charge or sometimes for a small fee, MOOCs are an attractive option for students worldwide. They commonly have thousands of enrolled users. However, few people actually complete them. Most MOOCs are between six and ten weeks long. As they progress, engagement tends to decrease and participants drop out. We wondered if shorter MOOCs could prevent this “funnel participation” phenomenon. Previous research on the topic is descriptive. It compares existing MOOCs with MOOCs of different durations and, thus, a variety of factors other than the length of the course – such as the topic, type of assessment or pedagogical approach – could explain the different levels of learner participation. Our question remained: Could dividing MOOCs into smaller chunks be enough to make them more engaging?

UR - https://zenodo.org/record/4283414#.YE8ks2j7SM8

U2 - 10.5281/zenodo.4283414

DO - 10.5281/zenodo.4283414

M3 - Article

VL - 1

JO - Researching Education

JF - Researching Education

ER -

ID: 23376425