The OER Knowledge Cloud: Mooc User Persistence

MOOC user persistence

Heutte, Jean · Kaplan, Jonathan · Fenouillet, Fabien · Caron, Pierre-André · Rosselle, Marilyne

Published	September 2014
Conference	Learning Technology for Education in Cloud. MOOC and Big Data (LTEC 2014)
Series	Communications in Computer and Information Science Volume 446, Pages 13-24
Publisher	Springer International Publishing
Editors	Uden, Lorna · Sinclair, Jane · Tao, Yu-Hui · Liberona, Dario
Country	France, Europe

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.

Keywords

affect · flow · massive open online course · MOOC · persistence · well-being

Published at	Santiago, Chile
ISBN	978-3-319-10671-7
Refereed	Yes
Rights	© Springer International Publishing Switzerland 2014
DOI	10.1007/978-3-319-10671-7_2
URL	https://link.springer.com/chapter/10.1007/978-3-319-10671-7_2
Export options	BibTex · EndNote · Tagged XML · Google Scholar

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