The completion rate of massive open online courses (MOOCs) is generally less than 10% of participants. This is due to several factors, many of which cannot be eliminated: spontaneous enrolment, participants’ extreme heterogeneity, self-regulated processes and differences in motivational and cultural profiles. One of the factors that can affect the rate of completing a MOOC is the modality of delivery. The active presence of the teacher and of other support figures in MOOCs, even where criticality is linked to the number of students and the management of the dynamics present in the online learning environment, can qualitatively and quantitatively affect both the levels of interaction and participation of the users and the completion percentages of the course itself. The MOOCs published on the EduOpen Portal provide two specific methods of use: selfpaced and tutoring. The choice of modality, which is defined in the design phase, “impacts” the structure and timing of the course itself, its learning objectives and the types of teaching resources. Consequently, the levels of interaction and evaluation processes are also “calibrated” in relation to the “presence or absence” of support figures in the online environment. The contribution, starting from the first data generated by the Learning Analytics system of the Portal, focuses on analysis of the percentage of the completion/ dropout rate recorded for the entire group of MOOCs published in relation to the delivery methods defined in the design phase of the various courses. In July 2019 there were 247 courses in the catalogue with more than 55,000 users. The final objective of the analysis is to include in the guidelines for the design of a MOOC the results of this first study.

Il tasso di completamento di MOOCs e generalmente inferiore al 10% degli iscritti. Questoa causa di diversi fattori, molti non eliminabili, quali: reclutamento spontaneo, estremaeterogeneità degli iscritti, processi di autoregolazione, differenze nei profili motivazionalie culturali. Uno dei fattori che può incidere sul tasso di completamento di un MOOC erappresentato dalla modalità di erogazione. La presenza attiva del docente e di altre figuredi supporto in corsi MOOCs, se pur con le evidenti criticità legate alla numerosità deglistudenti e alla gestione delle dinamiche presenti dall’ambiente di apprendimento online, può incidere (qualitativamente e quantitativamente) sia sui livelli di interazione e parteci-pazione degli utenti sia sulle percentuali di completamento del corso stesso. I MOOCspubblicati sul Portale EduOpen prevedono nello specifico due modalità di fruizione: au-toapprendimento e tutorata. La scelta della modalità - definita in fase progettuale - “im-patta” sulla struttura e sulle tempistiche stesse del corso, sugli obiettivi di apprendimentoe sulla tipologia delle risorse didattiche. Di conseguenza, i livelli di interazione e i processidi valutazione sono “calibrati” anche in relazione “alla presenza o all’assenza” di figure disupporto nell’ambiente online. Il contributo, a partire dai primi dati generati dal sistemadi Learning Analytics del portale, si focalizza sull’analisi delle percentuali di completamen-to/tasso di abbandono registrate sull’intero insieme di MOOCs pubblicati in relazione allemodalità di erogazione definite nella fase di progettazione dei vari corsi. A luglio 2019 icorsi presenti nel catalogo sono 247 con un numero di utenti superiore a 55000 utenti.L’obiettivo finale dell’analisi e quello di includere nelle linee guida alla progettazione deiMOOCs i risultati emersi da questa prima ricerca.

Analysis of completion and dropout rates in EduOpen MOOCs / Sannicandro, Katia; DE SANTIS, Annamaria; Bellini, Claudia; Minerva, Tommaso. - In: GIORNALE ITALIANO DELLA RICERCA EDUCATIVA. - ISSN 2038-9744. - Special issue:(2019), pp. 27-42. [10.7346/SIRD-2S2019-P27]

Analysis of completion and dropout rates in EduOpen MOOCs

Katia Sannicandro
;
Annamaria De Santis;Claudia Bellini;Tommaso Minerva
2019

Abstract

The completion rate of massive open online courses (MOOCs) is generally less than 10% of participants. This is due to several factors, many of which cannot be eliminated: spontaneous enrolment, participants’ extreme heterogeneity, self-regulated processes and differences in motivational and cultural profiles. One of the factors that can affect the rate of completing a MOOC is the modality of delivery. The active presence of the teacher and of other support figures in MOOCs, even where criticality is linked to the number of students and the management of the dynamics present in the online learning environment, can qualitatively and quantitatively affect both the levels of interaction and participation of the users and the completion percentages of the course itself. The MOOCs published on the EduOpen Portal provide two specific methods of use: selfpaced and tutoring. The choice of modality, which is defined in the design phase, “impacts” the structure and timing of the course itself, its learning objectives and the types of teaching resources. Consequently, the levels of interaction and evaluation processes are also “calibrated” in relation to the “presence or absence” of support figures in the online environment. The contribution, starting from the first data generated by the Learning Analytics system of the Portal, focuses on analysis of the percentage of the completion/ dropout rate recorded for the entire group of MOOCs published in relation to the delivery methods defined in the design phase of the various courses. In July 2019 there were 247 courses in the catalogue with more than 55,000 users. The final objective of the analysis is to include in the guidelines for the design of a MOOC the results of this first study.
2019
nov-2019
Special issue
27
42
Analysis of completion and dropout rates in EduOpen MOOCs / Sannicandro, Katia; DE SANTIS, Annamaria; Bellini, Claudia; Minerva, Tommaso. - In: GIORNALE ITALIANO DELLA RICERCA EDUCATIVA. - ISSN 2038-9744. - Special issue:(2019), pp. 27-42. [10.7346/SIRD-2S2019-P27]
Sannicandro, Katia; DE SANTIS, Annamaria; Bellini, Claudia; Minerva, Tommaso
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/1184619
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