TY - GEN
T1 - The Value of Engineering MOOCs from a Learner's Perspective
AU - Hennis, T.
AU - Skrypnyk, O.
AU - De Vries, P.
PY - 2015
Y1 - 2015
N2 - The focus of this paper is on the appreciation and the perceived value by the learners of the first generation engineering MOOCs at the Delft University of Technology (2013-2014). To answer this question we applied learning analytics on the collected user data, including qualitative data retrieved from a pre-and post-survey of in total 139.000 registered students of which 5.070 completed their courses [3]. Thereby we looked at figures concerning the demography and retention, but concentrated on the issues that help to develop a better understanding of the perceived value of the course by the student. These comprise questions on confidence in handling the course, determination to finish, the use of the online forum, social interaction, the relevance of the course for job or other purposes, the challenges like time investment, their expectations and experiences, and if such a course inspired them to continue learning. It is of great interest for the university to get to know the learner better in this new learning context and use the appreciation and perceived value of the participants as a source of inspiration to better prepare for this expanding field of learning demand.
AB - The focus of this paper is on the appreciation and the perceived value by the learners of the first generation engineering MOOCs at the Delft University of Technology (2013-2014). To answer this question we applied learning analytics on the collected user data, including qualitative data retrieved from a pre-and post-survey of in total 139.000 registered students of which 5.070 completed their courses [3]. Thereby we looked at figures concerning the demography and retention, but concentrated on the issues that help to develop a better understanding of the perceived value of the course by the student. These comprise questions on confidence in handling the course, determination to finish, the use of the online forum, social interaction, the relevance of the course for job or other purposes, the challenges like time investment, their expectations and experiences, and if such a course inspired them to continue learning. It is of great interest for the university to get to know the learner better in this new learning context and use the appreciation and perceived value of the participants as a source of inspiration to better prepare for this expanding field of learning demand.
KW - Engineering Education
KW - Learner's perspective
KW - Learning Analytics
KW - MOOCs
UR - http://www.scopus.com/inward/record.url?scp=84968750731&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84968750731
T3 - Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015
BT - Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education
A2 - Hawwash, Kamel
A2 - Leger, Christophe
PB - European Society for Engineering Education (SEFI)
T2 - 43rd SEFI Annual Conference 2015, SEFI 2015
Y2 - 29 June 2015 through 2 July 2015
ER -