A Performance Profile of Learner Completion and Retention in Australian Vet MOOCs

Autor/inn/en	Paton, Rachael M.; Scanlan, Joel D.; Fluck, Andrew E.
Titel	A Performance Profile of Learner Completion and Retention in Australian Vet MOOCs
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 4, S.581-599 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paton, Rachael M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1463278
Schlagwörter	Foreign Countries; Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Vocational Education; Teaching Methods; College Students; Program Effectiveness; Academic Persistence; Colleges; Educational Environment; Dropouts; Postsecondary Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; College; Hochschule; Fachhochschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Post-secondary education; Tertiäre Bildung; Australien
Abstract	The uptake of Massive Open Online Courses (MOOCs) has been substantial and they continue to flourish as an educational delivery model. Much of the available literature regarding student retention and completions in MOOCs comes from university-designed courses. The Vocational Education and Training (VET) sector has lagged behind its university counterparts as VET pedagogy relies heavily on skills acquisition and does not lend itself as easily to MOOC delivery. This paper analysed the attributes of 366,099 enrolled learners and 132,867 learners that were designated as 'starters' from 263 Australian universities, 27 transnational universities and 73 VET MOOCs to compare the differences in learning environments and to build a VET MOOC learner profile. The findings indicated that higher levels of VET MOOC learners were retained when compared to university MOOCs. It also revealed eight course design factors that may contribute to increased learner retention and completions for VET MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01