Measuring

COMPLETION and

DROPOUT in MOOCs

Leslie HUIN, Yann BERGHEAUD, Alexandra CODINA & Eric DISSON

A LEARNER-CENTERED model

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

2Introduction

Let’s start by a short story…

• A commitment process

• A dynamic classification of individuals

• A set of rates to measure completion and drop out

MOOC 1 MOOC 2Observation

Vertical

LearningDROP OUT

? ?

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

3Proposition of commitment process

► Some differences in the process• No selection

• No registration fees

• No « recognized » diploma

• No consequences to drop ou or fail

► Less external factors of motivation

► Auto-determination

► Selection a-posteriori

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

4Proposition of commitment process

REGISTRATION

ACADEMIC

COMMITMENT

NEGOCIATION

OBJECTIVES INTENTIONEXPECTED

BEHAVIOR

CONATIVE

COMMITMENT

ACTION

OBSERVED

BEHAVIOR

BEHAVIORAL

COMMITMENT

Conceptualized intentions

Custom intentions

Knowledge prerequisites

Ability regarding the format

A-posteriori

Selection

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

5Dynamic classification of individuals

REGISTRANT NO-SHOW

PARTICIPANT

LEARNER

ACTIVE LEARNER

OBSERVER

ACADEMIC

COMMITMENT

CONATIVE

COMMITMENT

CONATIVE COMMITMENTBEHAVIORAL

COMMITMENT

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

6Dynamic classification of individuals

REGISTRANT NO-SHOW

PARTICIPANT

LEARNER

ACTIVE LEARNER

OBSERVER

RegistrationNon

participation

Participation

Non commitment

Global

drop-outGlobal

commitment

Effective commitment

Effective drop-out

Completion

Failure

Completion

Effective drop-out

Failure

Expected Behavior Observed Behavior

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

7Some early results

► 3 tracks

• Open track

• Knowledge track

• Skills track

INTRODUCTION TO

BUSINESS PROCESS MAPPING

Registration 7436 registered

Participation 50% participation

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

8Some early results

► 3 tracks

• Open track

• Knowledge track

• Skills track

INTRODUCTION TO

BUSINESS PROCESS MAPPING

Global

commitment 2442 learners

Effective

behavior 1350 active

learners

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

9Some early results

D Nb % Nb % (t vs t-1)

Commitment (t0) 2442 - - - -

MCQ 1 (t1) 1350 55% 1092 45% 1092

MCQ 2 (t2) 1150 47% 1292 53% 200

MCQ 3 (t3) 1065 44% 1377 56% 85

MCQ 4 (t4) 1042 43% 1400 57% 23

BehaviorDrop-in Drop-out

Completion 1001 learners96% of completed expected behavior (1042)

74% of the active learners (1350)

Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model

10Some early results

► Lessons learned • The conative commitment is not enough. It is the behavioural

commitment which is actually a predictor of persistence.

• The dropout rate evolves less as the MCQ are performed. Once engaged in the first MCQ, the chances to complete the course are very strong.

• The failure rate is very low (4%). Participants who are fully committed in the 4 MCQ succeed at 96%.

CONCLUSION

Leslie HUIN, Yann BERGHEAUD, Alexandra CODINA & Eric DISSON

THANKS

Leslie HUIN, Yann BERGHEAUD, Alexandra CODINA & Eric DISSON