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MOOC user persistence

TitleMOOC user persistence
Publication TypeConference Proceedings
Year of Publication2014
AuthorsHeutte, J., Kaplan J., Fenouillet F., Caron P. - A., & Rosselle M.
EditorsUden, L., Sinclair J., Tao Y. - H., & Liberona D.
PublisherLearning Technology for Education in Cloud. MOOC and Big Data
Series TitleCommunications in Computer and Information Science
Volume446
Pagination13–24
Date Published09/2014
Secondary PublisherSpringer International Publishing
Place PublishedSantiago, Chile
Type of WorkLTEC 2014
ISBN Number978-3-319-10671-7
Keywordsaffect, flow, massive open online course, MOOC, persistence, well-being
Abstract

This research explores user persistence in a massive open online course (MOOC) that was set up as an experiment before the French Ministry of Higher Education and Research launched in October 2013 the French Digital University initiative–a French platform for MOOCs. Persistence was looked into from the perspective of emotions. Digital trail data, demographic data and data from six scales were analysed. The scales were Positive Affect and Negative Affect Scales (PANAS) plus the Flow in Education scales (EduFlow). Results show that many registrants logged on, participated in activities and accessed resources seldom, while a few persisted and were active. Correlations between persistence and residence in Europe or Africa were found as well as patterns relating to negative affect and to well-being, again linked to geographic variables.

URLhttps://link.springer.com/chapter/10.1007/978-3-319-10671-7_2
DOIhttps://doi.org/10.1007/978-3-319-10671-7_2
Rights

© Springer International Publishing Switzerland 2014

Refereed DesignationRefereed
Total votes: 77