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Moving Through MOOCS: Pedagogy, Learning Design and Patterns of Engagement

  • Rebecca FergusonEmail author
  • Doug Clow
  • Russell Beale
  • Alison J. Cooper
  • Neil Morris
  • Siân Bayne
  • Amy Woodgate
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9307)

Abstract

Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.

Keywords

Learning analytics Learner engagement patterns Learning design Moocs Pedagogy 

Notes

Acknowledgments

We thank FutureLearn, The Open University, the University of Birmingham, the University of Edinburgh and the University of Leeds for allowing us access to the data used in this study. We also thank the FutureLearn Academic Network for establishing connections between researchers with an interest in this area.

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Rebecca Ferguson
    • 1
    Email author
  • Doug Clow
    • 1
  • Russell Beale
    • 2
  • Alison J. Cooper
    • 2
  • Neil Morris
    • 3
  • Siân Bayne
    • 4
  • Amy Woodgate
    • 4
  1. 1.The Open UniversityMilton KeynesUK
  2. 2.University of BirminghamBirminghamUK
  3. 3.University of LeedsLeedsUK
  4. 4.University of EdinburghEdinburghUK

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