Abstract
This explorative study aimed to get an understanding of MOOC-success as seen from the perspective of the MOOC-taker and the types of barriers which might stand in the way of this success. Data of two MOOCs was used to illustrate MOOC-success from two perspectives and barriers encountered. Following the currently used approach to identify educational success, the success rate of MOOC-II was 5,6%. The success rates from the perspective of the MOOC-taker was 70%. In addition, data of MOOC-I and II showed that the encountered barriers were mainly non-MOOC-related. Workplace issues and lack of time were most frequently indicated. For MOOC-designers’ decision making regarding redesign of a MOOC after evaluation, it is valuable to have insight in these matters to prevent unnecessary design interventions.
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Notes
- 1.
Calculation: (422/6452) × 100%.
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Acknowledgement
This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/http://sooner.nu).
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Henderikx, M., Kreijns, K., Kalz, M. (2017). To Change or Not to Change? That’s the Question… On MOOC-Success, Barriers and Their Implications. In: Delgado Kloos, C., Jermann, P., Pérez-Sanagustín, M., Seaton, D., White, S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science(), vol 10254. Springer, Cham. https://doi.org/10.1007/978-3-319-59044-8_25
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DOI: https://doi.org/10.1007/978-3-319-59044-8_25
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