Home > Research > Publications & Outputs > Massive open online course completion rates rev...

Research

Associated organisational unit

Links

Text available via DOI:

View graph of relations

Massive open online course completion rates revisited: Assessment, length and attrition

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Massive open online course completion rates revisited: Assessment, length and attrition. / Jordan, Katy.
In: International Review of Research in Open and Distributed Learning, Vol. 16, No. 3, 26.06.2015.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jordan, K 2015, 'Massive open online course completion rates revisited: Assessment, length and attrition', International Review of Research in Open and Distributed Learning, vol. 16, no. 3. https://doi.org/10.19173/irrodl.v16i3.2112

APA

Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2112

Vancouver

Jordan K. Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning. 2015 Jun 26;16(3). doi: 10.19173/irrodl.v16i3.2112

Author

Jordan, Katy. / Massive open online course completion rates revisited: Assessment, length and attrition. In: International Review of Research in Open and Distributed Learning. 2015 ; Vol. 16, No. 3.

Bibtex

@article{d34cbd4aa39241d984b73520c3cd866f,
title = "Massive open online course completion rates revisited: Assessment, length and attrition",
abstract = "This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.",
author = "Katy Jordan",
year = "2015",
month = jun,
day = "26",
doi = "10.19173/irrodl.v16i3.2112",
language = "English",
volume = "16",
journal = "International Review of Research in Open and Distributed Learning",
number = "3",

}

RIS

TY - JOUR

T1 - Massive open online course completion rates revisited: Assessment, length and attrition

AU - Jordan, Katy

PY - 2015/6/26

Y1 - 2015/6/26

N2 - This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.

AB - This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.

U2 - 10.19173/irrodl.v16i3.2112

DO - 10.19173/irrodl.v16i3.2112

M3 - Journal article

VL - 16

JO - International Review of Research in Open and Distributed Learning

JF - International Review of Research in Open and Distributed Learning

IS - 3

ER -