An Evaluation of MOOC Success: Net Promoter Scores
Kristin Palmer, University of Virginia, United States ; Christopher Devers, Johns Hopkins University, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Online education has evolved in recent decades. At its infancy, online education involved asynchronously posting questions online and then receiving feedback. However, more recently, online education has moved to synchronous video conversations that mimic face-to-face communication. Further, within the last decade, online education has expanded to include Massive Open Online Courses (MOOCs). MOOCs are online courses that include asynchronous video and discussion forums on platforms designed to scale so that millions of learners can participate. Proponents of MOOCs saw a potential that MOOCs could lower the cost of a high-quality education by delivering online content from prestigious universities at scale to millions of learners. MOOCs have reached millions of learners; however, MOOCs generally have low completion rates. Some have argued that due to these low completion rates MOOCs are not living up to their promise. We argue that there are other measures that provide deeper insight into learner satisfaction with MOOCs. Specifically, we used Net Promoter Score (NPS) to assess participants overall satisfaction with the course. Based on our results, the NPS suggests that even though the course had a low completion rate, participants were satisfied with the course and would recommend it to others.
Palmer, K. & Devers, C. (2018). An Evaluation of MOOC Success: Net Promoter Scores. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1648-1653). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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