The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Measuring the success of scaleable open online courses
Journal Article
Performance Measurement and Metrics
Publisher Emerald Group Publishing Limited
Volume 15, Issue 3, Pages 145 - 162, Start page 145
Published November 2014

ABSTRACT
Purpose
– The purpose of this paper is to propose measures of online open course success for non-commercial institutional providers of massive open online courses (MOOCs) and other scaleable open online courses (SOOCs).

Design/methodology/approach
– The measures are derived from the characteristics of open online courses, existing knowledge about open online course providers and users and their motivations, and current practice in MOOC evaluation and data analytics.

Findings
– Current practices for evaluation of open online courses are dominated by MOOC analytics which provide insights into user demographics and behaviour with some implications for evaluation of reach and course design but leaving many unknowns. Measures for evaluation of success at the institutional level can be derived from institutional goals for open online courses. Success from the point of view of teachers and technical teams involved in design, development and delivery of open online courses can be derived from team members’ expectations, resources and satisfaction as well as measures of cost and effort compared to budget and benchmarks. Users are classified as registrants (information seekers, window shoppers, samplers), downloaders and participants (starters, partial participants and full participants who are further divided into auditing, active and certificate takers); different measures are appropriate for each group.

Practical implications
– Practitioners and researchers must consider a variety of levels and indicators of success to adequately evaluate open online courses. Tables in the text propose measures, methods, timing and roles.

Originality/value
– This is the first published paper to take a holistic view of open online course evaluation and propose detailed measures.


ISSN: 1467-8047
Other information: Performance Measurement Metric

Refereed: Yes



Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Two distinct course formats in the delivery of Connectivist Moocs
Rodriguez, Osvaldo C.
Massive Open Online Courses based on the principles of connectivist educational pedagogy known as connectivist MOOCs (c-MOOCs) have been carried out with great success during the last years with hundreds of registered ...
Match: open online courses, MOOC

E-learning, online education and open education: A contribution to a theoretical approach
Aires, Luisa
PORTUGUESE LANGUAGE ATTACHMENT ONLY Resumo O presente artigo resulta das reflexões desenvolvidas no âmbito do Observatório da Qualidade do Ensino a Distância e e-Learning sediado na Universidade Aberta e, ...
Match: MOOC, e-learning

Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students
Israel, Maria Joseph; Conrad, Dianne; McGreal, Rory
The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, ...
Match: MOOC, e-learning

MOOC, OER e l’approccio “flipped classroom”: due case study di transizione in ambito scolastico e aziendale
Sancassani, Susanna; Casiraghi, Daniela; Corti, Paola; Trentinaglia, Nicoletta
La portata innovativa dei MOOC non esaurisce la sua rilevanza nell’ambito dei processi di apprendimento che si svolgono in rete. Uno dei principali obiettivi che ha mosso grandi università quali Stanford o MIT ad ...
Match: MOOC, e-learning

Presentation to UNCTAD's advisory group on "Developing skills, knowledge and capacities through innovation: E-Learning, M-Learning, cloud-Learning"
Downes, Stephen
Match: MOOC, e-learning

MOOCs: A viable business model?
Epelboin, Yves; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
MOOCs are complex and expensive objects, which, contrary to ordinary courses, require a full team, to be created. There is a large gap between building and delivering a few MOOCs and systematically transforming a ...
Match: MOOC, e-learning

E-learning, B-learning, M-learning and the technical and pedagogical aspects on the new platform trends as massive open online courses
da Silva, Viviane; de Souza, Ranniery
This article is based on the doctoral research conducted at the University of Minho in Education with specialization in Educational Technology, the research presents the technical and pedagogical aspects of e-learning, ...
Match: MOOC, e-learning

Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training
Aleman de la Garza, Lorena; Sancho Vinuesa, Teresa; Gomez Zermeño, Marcela Georgina
Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some educational practices by providing open educational resources for reference, usage and adaptation; therefore, their ...
Match: MOOC, evaluation

Massive open online courses for Africa by Africa
Oyo, Benedict; Kalema, Billy Mathias; Conrad, Dianne; McGreal, Rory
Africa is known for inadequate access to all sorts of human needs including health, education, food, shelter, transport, security, and energy. Before the emergence of massive open online courses (MOOCs), open access to ...
Match: MOOC, e-learning

MOOCs in Europe: Overview of papers representing a collective European response on MOOCs as presented during the HOME conference in Rome November 2015
Bang, Joergen; Dalsgaard, Christian; Kjaer, Arne; O’Donovan, Maria; et al.
Table of contents Foreword Part 1: Regional MOOC initiatives Building OOC layers on top of existing courses (M)OOCs in Iceland: Language and learning communities EduOpen network in Italy Par
Match: MOOC, e-learning