Evaluating course completion, appropriateness and burden in the Understanding Multiple Sclerosis massive open online course (Preprint)

2020 ◽  
Author(s):  
Suzi B. Claflin ◽  
Julie A. Campbell ◽  
Kathleen Doherty ◽  
Maree Farrow ◽  
Barnabas Bessing ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Course Completion ◽  
University Education ◽  
Online Course ◽  
Massive Open Online ◽  
Chi Square ◽  
Participant Engagement ◽  
Massive Open Online Course ◽  
Fit For Purpose ◽  
Participant Education

BACKGROUND Massive open online course (MOOC) research is an emerging field; to date, most research in this area has focused on participant engagement. OBJECTIVE Here, we evaluate both participant engagement and measures of satisfaction, appropriateness and burden for a MOOC entitled Understanding Multiple Sclerosis (MS) among a cohort of 3,518 international course participants. METHODS We assessed the association of key outcomes with participant education level, MS status, caregiver status, sex and age using summary statistics, t-tests and chi square tests. RESULTS Our key findings were: (1) the course was well received, with 97% of participants satisfied, with an appropriate pitch and low burden (a mean of 2.2 hours engagement per week); (2) people living with MS were less likely than those not living with MS to complete the course; (3) caregivers and participants without a university education were more likely to apply the material by course completion. CONCLUSIONS The Understanding MS MOOC is fit for purpose; it presents information in a way that is readily understood by course participants and is applicable in their lives.

scholarly journals Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Qing Zhang ◽  
Fernanda Cesar Bonafini ◽  
Barbara B. Lockee ◽  
Kathryn W. Jablokow ◽  
Xiaoyong Hu
Keyword(s):  
Group Work ◽  
Regression Models ◽  
Course Completion ◽  
Academic Program ◽  
Online Course ◽  
Massive Open Online ◽  
Course Enrollment ◽  
Logistic Regression Models ◽  
Massive Open Online Course ◽  
Collaborative Processes

This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic regression models were used to identify factors related to MOOC completion. Although students were grouped according to their preferences, working in groups did not affect students’ likelihood for MOOC completion. Also, other variables such as age, the institution hosting the MOOC, academic program alignment with students’ needs, and students’ intention to complete the course all affected their probability of MOOC completion. This study contributes to the literature by indicating the factors that influence the probability of MOOC completion. Results show that older participants (age > 50 years old) have higher probability of completing the MOOC. Students’ MOOC completion also increases when the MOOC provides experiences that add to students’ current academic backgrounds and when they are hosted by institutions with a strong academic reputation. Based on these factors, this study contributes to research methods in MOOCs by proposing a model that is aligned with the most important factors predicting completion as recommended by the current MOOC literature. For the next phase of assigning learners to work in groups, findings from this study also suggest that MOOC instructors should provide assistance for group work and monitor students’ collaborative processes.

Evaluation of a massive open online course for just-in-time training in resource-limited settings: evidence from a COVID-19 course for healthcare workers (Preprint)

2020 ◽  
Author(s):  
Matthew Charles Strehlow ◽  
Kelly Zhang Aluri ◽  
Jamie Sewan Johnston ◽  
Charles G Prober ◽  
Peter Corrigan Acker ◽  
...  
Keyword(s):  
Public Health ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Massive Open Online ◽  
Final Exam ◽  
Middle Income ◽  
Middle Income Countries ◽  
Massive Open Online Course ◽  
The Impact

BACKGROUND The COVID-19 pandemic created an urgent global need for healthcare worker (HCW) training. Initial COVID-19-related online courses focused primarily on training public health workers and physicians caring for patients in intensive care units (ICUs). However, in resource-constrained settings, nurses and general practitioners are responsible for providing most COVID-19 patient medical care, typically lacking the training and equipment necessary to manage complex, critically ill patients. In these environments, early recognition and interventions to prevent patient deterioration are essential to optimizing outcomes. We developed a massive open online course (MOOC) for HCWs in resource-constrained settings aimed at training bedside providers caring for patients with COVID-19. OBJECTIVE This study evaluates the impact of this MOOC by assessing HCW course engagement, knowledge, confidence in caring for COVID-19 patients, and user experience. METHODS From May thru June of 2020, the course was rapidly developed by a team of physicians, educators, medical illustrators, and education technology staff, and was subsequently launched on two online platforms in July 2020. The approximately 4-hour course comprises 6 video-based modules with accompanying handouts. Student knowledge was assessed using pre- and post-module quizzes and a final exam, while demographics and user experience were evaluated by pre- and post-course surveys and data collected through the platforms. RESULTS From July 17th to September 24th, 30,859 students enrolled, 18,818 started, and 7,101 completed the course. Most participants worked in healthcare (86%) and resided in lower middle- (36%) or upper middle- (21%) income countries. Higher course completion rates were observed among learners who were from upper middle-income (aOR 1.152 [95% CI 1.019-1.303]) and lower middle-income countries (aOR 1.229 [95% CI 1.104-1.368]). Significant knowledge gains were observed from pre-module (mean 56% [SD 17%]) to post-module quizzes (80% [SD 15%], P<.001), and from pre-module quizzes to the final exam (78% [SD 17%], P<.001). After course completion, participants reported increased self-efficacy regarding the course objectives, with a 0.63 mean increase on a 4-point scale (95% CI [0.60,0.66]). Overall, there was high satisfaction with the course experience, with 93% of participants reporting they would recommend the course to others. CONCLUSIONS This study demonstrates the potential of MOOCs to rapidly provide access to emerging medical knowledge during a public health crisis, particularly for HCWs in high- and middle-income countries. Further research is required to understand the impact of such online courses on patient care and how to better reach learners in low-income countries.

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

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Completion Rates ◽  
Massive Open Online ◽  
Attrition Rates ◽  
Start Date ◽  
Massive Open Online Course ◽  
Course Length

<p>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.</p>

scholarly journals Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

10.2196/16687 ◽  
2020 ◽  
Vol 22 (7) ◽  
pp. e16687 ◽  
Author(s):  
Suzi B Claflin ◽  
Rachael Gates ◽  
Maree Maher ◽  
Bruce V Taylor
Keyword(s):  
Multiple Sclerosis ◽  
User Satisfaction ◽  
Development Process ◽  
Stakeholder Involvement ◽  
Community Support ◽  
Online Course ◽  
Massive Open Online ◽  
Content Quality ◽  
Massive Open Online Course ◽  
The Creation

Background Over the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled Understanding MS. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n>2400) based on participant reviews. Objective The aim of this study was to present a detailed description and assessment of the development process of the Understanding MS MOOC. Methods The development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. Results Overall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. Conclusions We identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.

scholarly journals Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description (Preprint)

2019 ◽  
Author(s):  
Suzi B Claflin ◽  
Rachael Gates ◽  
Maree Maher ◽  
Bruce V Taylor
Keyword(s):  
Multiple Sclerosis ◽  
User Satisfaction ◽  
Development Process ◽  
Stakeholder Involvement ◽  
Community Support ◽  
Online Course ◽  
Massive Open Online ◽  
Content Quality ◽  
Massive Open Online Course ◽  
The Creation

BACKGROUND Over the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled <i>Understanding MS</i>. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n&gt;2400) based on participant reviews. OBJECTIVE The aim of this study was to present a detailed description and assessment of the development process of the <i>Understanding MS</i> MOOC. METHODS The development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. RESULTS Overall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. CONCLUSIONS We identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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