MOOC design and retention impact factors

It is widely cited that MOOCs have poor retention rates, anywhere down to 5% of those who start the course may complete it to the end (Allione and Stein, 2016). On any other form of online or distance learning course, those figures would be a sign that the course was ineffective and not meeting the … Continue reading MOOC design and retention impact factors

Videos to support learning in MOOCs

In this article I consider why videos and other multimedia that enable narrative and storytelling are prevalent in the learning design of Massive Open Online Courses (MOOCs). During the last #LTHEchat on hybrid learning spaces, there was a side-discussion on the significance of the internet and how it allows for new types of learning to occur within it … Continue reading Videos to support learning in MOOCs

MOOC design thoughts: individual openness

As you might imagine, if I’m designing MOOCs I really should be learning on some. So I have! A few months ago, I joined my first MOOC and went through the whole process as a proper learner (that’s right, actually allocating time to do the activities). If you don’t attempt the activities, you don’t actually … Continue reading MOOC design thoughts: individual openness

MOOCs – Enough of the sensationalism, will they really affect Higher Education?

I have avoided writing a post on MOOCs (massive open online courses) for far too long. Partly because many other people have written about them already, and partly because I fear I might just write a diatribe. I’m not against the concept of MOOCs I hasten to add (I’d love to develop one), but against the way that MOOCs are being proclaimed by those who don’t know better as the game-changer of higher education. So, be prepared, this could get messy!