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Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the “Web Designers” and “Instructional Design” courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students.
The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions.
Clustering in education is important in identifying groups of objects in order to find linked patterns of correlations in educational datasets. As such, MOOCs provide a rich source of educational datasets which enable a wide selection of options to carry out clustering and an opportunity for cohort analyses. In this experience paper, five research studies on clustering in MOOCs are reviewed, drawing out several reasonings, methods, and students’ clusters that reflect certain kinds of learning behaviours. The collection of the varied clusters shows that each study identifies and defines clusters according to distinctive engagement patterns. Implications and a summary are provided at the end of the paper.
xMOOCs
(2023)
The World Health Organization designed OpenWHO.org to provide an inclusive and accessible online environment to equip learners across the globe with critical up-to-date information and to be able to effectively protect themselves in health emergencies. The platform thus focuses on the eXtended Massive Open Online Course (xMOOC) modality – contentfocused and expert-driven, one-to-many modelled, and self-paced for scalable learning. In this paper, we describe how OpenWHO utilized xMOOCs to reach mass audiences during the COVID-19 pandemic; the paper specifically examines the accessibility, language inclusivity and adaptability of hosted xMOOCs. As of February 2023, OpenWHO had 7.5 million enrolments across 200 xMOOCs on health emergency, epidemic, pandemic and other public health topics available across 65 languages, including 46 courses targeted for the COVID-19 pandemic. Our results suggest that the xMOOC modality allowed OpenWHO to expand learning during the pandemic to previously underrepresented groups, including women, participants ages 70 and older, and learners younger than age 20. The OpenWHO use case shows that xMOOCs should be considered when there is a need for massive knowledge transfer in health emergency situations, yet the approach should be context-specific according to the type of health emergency, targeted population and region. Our evidence also supports previous calls to put intervention elements that contribute to removing barriers to access at the core of learning and health information dissemination. Equity must be the fundamental principle and organizing criteria for public health work.
“One video fit for all”
(2023)
Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make “one fit for all” lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as “one fit for all” video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers’ side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023.