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首页> 外文期刊>Trends in Ecology & Evolution >Learner engagement, retention and success: why size matters in massive open online courses (MOOCs)
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Learner engagement, retention and success: why size matters in massive open online courses (MOOCs)

机译：学习者参与，保留和成功：为什么大规模在大规模开放的在线课程（Moocs）

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Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners' engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants' self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed
机译：大规模开放的在线课程（MOOCS）通常是六到十周长。参与往往会随着课程进展而减少，导致完成率低。这导致了这个问题：Moocs可能会努力参与学习者的参与，保留和成功吗？本文比较了两个版本的学习技能MooC，它们共享相同的内容，但以不同的长度格式提供。一个人被部署为单一的六周课程，另一个是两个三周的街区。总共有617人为这两个版本注册。数据来源包括学习分析，调查和西班牙语版的一般自我效能度规模。研究技能的两个版本都致力于参与者的自我效能。但是，参加了由两个三周块组成的版本的学习者也更加从事课程内容，其他学生和促进者。他们的保留和完成率高于课程较长版本的速度。讨论了与目标接近，动机，互动和社交建模相关的原因

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