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Massive Open Online Courses: Misperceptions of Completion Rates The Misalignment of Measurements and Actual Participation
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, , University of Phoenix, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Presented in this paper are the results of part of a modified Delphi study regarding participation and completion rates in MOOCs. The limited research and inconsistencies in practices, participation, and completion rates needed further research. The study assisted in examining the tools, methodology, and participation within the MOOC environment. The unique results presented here center around the aspects of the length of MOOCs, perceptions of good participation and completion rates, and methods of measuring participation and completion. Experts were able to help the researcher pinpoint an anomaly in the measurement of participation and completion. Best practiced evolved in the areas of the alignment of actual and measured areas of participation and completion.

Citation

Montgomery, A. & Mallette, L. (2018). Massive Open Online Courses: Misperceptions of Completion Rates The Misalignment of Measurements and Actual Participation. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 850-857). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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