Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates

Autor/inn/en	Gil-Jaurena, Inés; Callejo, Javier; Agudo, Yolanda
Titel	Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 7, S.141-168 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Large Group Instruction; Educational Technology; Technology Uses in Education; Distance Education; Higher Education; Student Characteristics; Course Selection (Students); Student Attitudes; Student Records; Student Surveys; Statistical Analysis; Correlation; Courses; Gender Differences; Age Differences; Educational Attainment; Employment Level; Student Motivation; Expectation; Student Satisfaction; Evaluation Methods; Regression (Statistics); Spain + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Course selection; Student; Students; Kurswahl; Schülerverhalten; Schülerakte; Schülerbefragung; Statistische Analyse; Korrelation; Kursangebot; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Schulische Motivation; Expectancy; Erwartung; Regression; Regressionsanalyse; Spanien
Abstract	The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures (curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01