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What does enrollment in a MOOC mean?

Published: 04 March 2014 Publication History

Abstract

In 2012, when MOOCs became largely known, media reports were fascinated with the big number of enrollments. The number 150,000 students was mentioned for both Stanford's Artificial Intelligence course and MIT's Circuits and Electronics, to be later followed by the underwhelming completion rates, that often are in the single digit percentages. But what kind of enrollment do these large numbers really show? We try to answer this question by breaking this number into its components, while comparing two successive iterations of the same MOOC offered on the edX platform.

References

[1]
Bruff, D. Lessons Learned from Vanderbilt's First MOOCs, 2013. http://cft.vanderbilt.edu/2013/08/lessons-learned-from-vanderbilts-first-moocs/.
[2]
Hill, P. Emerging Student Patterns in MOOCs: A (Revised) Graphical View, 2013. http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view.
[3]
Kizilcec, R. F., Piech, C., and Schneider, E. Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proc. of LAK '13, ACM (2013), 170--179.
[4]
Seaton, D., Bergner, Y., Chuang, I., Mitros, P., and Pritchard, D. Who does what in a massive open online course? Communications of ACM (Forthcoming).

Cited By

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  • (2022)Measuring the effects of course modularizations in online courses for life-long learnersFrontiers in Education10.3389/feduc.2022.10085457Online publication date: 12-Oct-2022
  • (2015)The Visible and Invisible in a MOOC Discussion ForumProceedings of the Second (2015) ACM Conference on Learning @ Scale10.1145/2724660.2728691(351-354)Online publication date: 14-Mar-2015

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Published In

cover image ACM Conferences
L@S '14: Proceedings of the first ACM conference on Learning @ scale conference
March 2014
234 pages
ISBN:9781450326698
DOI:10.1145/2556325
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 04 March 2014

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Author Tags

  1. engagement
  2. learning analytics
  3. moocs
  4. visualization

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L@S 2014
Sponsor:
L@S 2014: First (2014) ACM Conference on Learning @ Scale
March 4 - 5, 2014
Georgia, Atlanta, USA

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L@S '14 Paper Acceptance Rate 14 of 38 submissions, 37%;
Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

View all
  • (2022)Measuring the effects of course modularizations in online courses for life-long learnersFrontiers in Education10.3389/feduc.2022.10085457Online publication date: 12-Oct-2022
  • (2015)The Visible and Invisible in a MOOC Discussion ForumProceedings of the Second (2015) ACM Conference on Learning @ Scale10.1145/2724660.2728691(351-354)Online publication date: 14-Mar-2015

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