Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs)

Brenda Cecilia Padilla Rodriguez*, Ale Armellini, Maria Concepcion Rodriguez Nieto

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed.
Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalOpen Learning: The Journal of Open and Distance Learning
Early online date9 Sep 2019
DOIs
Publication statusE-pub ahead of print - 9 Sep 2019

Fingerprint

self-efficacy
participation
interaction
learning
student

Keywords

  • MOOCs
  • length
  • course design
  • duration
  • engagement
  • retention

Cite this

@article{b28eeaf7ca8249edb4ff6b0150bf08f1,
title = "Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs)",
abstract = "Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed.",
keywords = "MOOCs, length, course design, duration, engagement, retention",
author = "{Padilla Rodriguez}, {Brenda Cecilia} and Ale Armellini and {Rodriguez Nieto}, {Maria Concepcion}",
year = "2019",
month = "9",
day = "9",
doi = "10.1080/02680513.2019.1665503",
language = "English",
pages = "1--17",
journal = "Open Learning",
issn = "0268-0513",
publisher = "Taylor & Francis",

}

Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs). / Padilla Rodriguez, Brenda Cecilia; Armellini, Ale; Rodriguez Nieto, Maria Concepcion.

In: Open Learning: The Journal of Open and Distance Learning , 09.09.2019, p. 1-17.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs)

AU - Padilla Rodriguez, Brenda Cecilia

AU - Armellini, Ale

AU - Rodriguez Nieto, Maria Concepcion

PY - 2019/9/9

Y1 - 2019/9/9

N2 - Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed.

AB - Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed.

KW - MOOCs

KW - length

KW - course design

KW - duration

KW - engagement

KW - retention

UR - http://www.mendeley.com/research/learner-engagement-retention-success-size-matters-massive-open-online-courses-moocs

U2 - 10.1080/02680513.2019.1665503

DO - 10.1080/02680513.2019.1665503

M3 - Article

SP - 1

EP - 17

JO - Open Learning

JF - Open Learning

SN - 0268-0513

ER -