Moving Through MOOCs: Understanding the Progression of Users in Massive Open Online Courses

被引：74

作者：

Perna, Laura W. ^{[1
]}

Ruby, Alan ^{[2
]}

Boruch, Robert F. ^{[3
,4
]}

Wang, Nicole ^{[3
]}

Scull, Janie ^{[3
]}

Ahmad, Seher ^{[5
]}

Evans, Chad ^{[6
]}

机构：

[1] Univ Penn, Alliance Higher Educ & Democracy AHEAD, Philadelphia, PA 19104 USA

[2] Univ Penn, Grad Sch Educ, Alliance Higher Educ & Democracy, Philadelphia, PA 19130 USA

[3] Univ Penn, Grad Sch Educ, Philadelphia, PA 19104 USA

[4] Univ Penn, Wharton Sch, Dept Stat, Philadelphia, PA 19104 USA

[5] Univ Penn, Philadelphia, PA 19104 USA

[6] Univ Penn, Dept Sociol, Philadelphia, PA 19104 USA

来源：

EDUCATIONAL RESEARCHER | 2014年 / 43卷 / 09期

关键词：

postsecondary education; retention; technology; STUDENT;

D O I：

10.3102/0013189X14562423

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper reports on the progress of users through 16 Coursera courses taught by University of Pennsylvania faculty for the first time between June 2012 and July 2013. Using descriptive analyses, this study advances knowledge by considering two definitions of massive open online course (MOOC) users (registrants and starters), comparing two approaches to measuring student progress through a MOOC course (sequential versus user driven), and examining several measures of MOOC outcomes and milestones. The patterns of user progression found in this study may not describe current or future patterns given the continued evolution of MOOCs. Nonetheless, the findings provide a baseline for future studies.

引用

页码：421 / 432

页数：12

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