Evaluation of Massive Open Online Courses (MOOCs): A Case Study
Brenda Cecilia Padilla Rodríguez, University of Leicester, Universidad Autónoma de Nuevo León, Mexico ; Terese Bird, University of Leicester, United Kingdom ; Gráinne Conole, University of Bath Spa, United Kingdom
Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)
In November 2013 and March 2014 the University of Leicester launched two 6-week Massive Open Online Courses (MOOCs) on the FutureLearn virtual learning environment: “England in the time of Richard III” and “Forensic science and criminal justice”. This paper reports on experience of delivering and evaluating these courses. Data sources included learning analytics and pre-course and post-course surveys. Over 22,000 people enrolled in the MOOCs. While participation tended to drop as the weeks progressed, learners’ feedback was generally positive. Students described the courses as interesting, enjoyable and informative. Results also highlight an increased openness towards online education, the role of MOOCs as a lifelong learning option, the use of MOOCs as an introduction to the topic and degree programs, and the potential of MOOCs as part of a student recruitment strategy.
Padilla Rodríguez, B.C., Bird, T. & Conole, G. (2015). Evaluation of Massive Open Online Courses (MOOCs): A Case Study. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 527-535). Berlin, Germany: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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Brenda Cecilia Padilla Rodríguez, Universidad Autónoma de Nuevo León, Mexico; Alejandro Armellini, University of Northampton, United Kingdom; Viviana Carolina Cáceres Villalba, Universidad Autónoma de Nuevo León, Mexico
Global Learn 2016 (Apr 28, 2016) pp. 359–366
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