ATYPICAL: Analysis for a Massive Open Online Course (MOOC) with a terminal efficiency of 22.35%
Nowadays, Massive Open Online Courses (MOOCs) have raised great expectations due to their potential for changing the relationship between students and professors, academy and the general community.┬á To conceptualize, the terms ΓÇ£courseΓÇ¥, ΓÇ£onlineΓÇ¥, ΓÇ£massiveΓÇ¥ and ΓÇ£openΓÇ¥ have been redefined and reinvented so many times that it is difficult to offer a wide broad definition to cover their whole activity, for example, the term ΓÇ£massiveΓÇ¥ most of the times it only refers to the number of learners joined, but it does not refers to the massive desertion levels.┬á This document presents a comparative analysis for 11 MOOCs that obtained a terminal efficiency equal to or less than 11% and a MOOC whose calculated terminal efficiency was of 22.35%.┬á This last course was created as part of a teacher training strategy, was developed at CourseraΓÇÖs platform and 10,161 total learners from 81 different countries joined.┬á The obtained results describe the characteristics of the participants, the technological resources, the tools and the didactic strategies implemented by the instructors.┬á It is concluded that without a correct measurement of the final results, it is not possible to evaluate the success of a MOOC, so the institutions and consortia must establish indicators to focus the efforts in order to improve the quality of teaching.
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