To Change or not to Change? That’s the Question… On MOOC-Success, Barriers and their Implications

Sep 12, 2017·
Maartje Henderikx
,
Karel Kreijns
Marco Kalz
Marco Kalz
· 1 min read
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. Fol-lowing 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 en-countered 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.
Type
Publication
European Conference on Massive Open Online Courses, 210-216. Springer
publications publications

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 C. Delgado Kloos, P. Jermann, M. Pérez-Sanagustín, D. T. Seaton, & S. White (Eds.), Digital education: Out to the world and back to the campus: 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017 Proceedings (pp. 210-216). Springer. https://doi.org/10.1007/978-3-319-59044-8_25

Open Education MOOCS Online Learning Success Dropout Intention
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.