Literaturnachweis - Detailanzeige
Autor/inn/en | Paton, Rachael M.; Scanlan, Joel D.; Fluck, Andrew E. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |