Syed Munib Hadi | University of Derby (original) (raw)
Address: Derby, England, United Kingdom
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Papers by Syed Munib Hadi
Much is made of the diversity for MOOCs learners – with their varied motivations and interests; y... more Much is made of the diversity for MOOCs learners – with their varied motivations and interests; yet MOOCs are often run and judged on the assumption that learners would progress through the course in its entirety, to completion. This paper presents the experience from two recently delivered MOOCs, where the aim was to support a broader set of learner goals by applying a modular design - where each part included well defined learning outcomes and assessment criteria, and where completion was rewarded with digital badges. Results show that a considerable level of micro-learning achievement would have been missed if only completion rates were considered. Large number of learners also followed the course in the pattern of the modular design.
Massive Open Online Courses (MOOCs) are open to all, regardless of learners’ age, educational lev... more Massive Open Online Courses (MOOCs) are open to all, regardless of learners’ age, educational level, experience, or demography. MOOCs allow enrolled learners a flexible learning environment in which they can study at their own pace without one to one support. Yet, this may result in many learners feeling unsupported and disengaged. Although peer support mechanisms have been tried in a MOOC context, this paper aims to consider whether replicating a degree of structured learning support as provided within conventional Higher Education courses can improve engagement and completion rates among MOOC learners. This paper will draw conclusions based on evidence from two MOOCs, as well as consider limitations and suggestions for further improvement.
MOOCS (Massive Open Online Courses) differ from typical Higher Education courses as they are open... more MOOCS (Massive Open Online Courses) differ from typical Higher Education courses as they are open to everyone over the age of 13 regardless of learners’ age, educational level, motivation, experience or demography. MOOC are heavily criticised for their attrition rates of between 90-95 percent. Numerous studies have highlighted that large number of MOOCs learners who don’t complete the whole course do in fact access substantial amount of content. This highlights the different motivations MOOCS learners have. The traditional MOOCs criteria for completion is not suited to measuring this micro learning within MOOC. The paper aims to propose a new methodology for measuring learner achievement that would take account of the overall completion rates plus the micro learning that takes place within MOOCs.
Much is made of the diversity for MOOCs learners – with their varied motivations and interests; y... more Much is made of the diversity for MOOCs learners – with their varied motivations and interests; yet MOOCs are often run and judged on the assumption that learners would progress through the course in its entirety, to completion. This paper presents the experience from two recently delivered MOOCs, where the aim was to support a broader set of learner goals by applying a modular design - where each part included well defined learning outcomes and assessment criteria, and where completion was rewarded with digital badges. Results show that a considerable level of micro-learning achievement would have been missed if only completion rates were considered. Large number of learners also followed the course in the pattern of the modular design.
Massive Open Online Courses (MOOCs) are open to all, regardless of learners’ age, educational lev... more Massive Open Online Courses (MOOCs) are open to all, regardless of learners’ age, educational level, experience, or demography. MOOCs allow enrolled learners a flexible learning environment in which they can study at their own pace without one to one support. Yet, this may result in many learners feeling unsupported and disengaged. Although peer support mechanisms have been tried in a MOOC context, this paper aims to consider whether replicating a degree of structured learning support as provided within conventional Higher Education courses can improve engagement and completion rates among MOOC learners. This paper will draw conclusions based on evidence from two MOOCs, as well as consider limitations and suggestions for further improvement.
MOOCS (Massive Open Online Courses) differ from typical Higher Education courses as they are open... more MOOCS (Massive Open Online Courses) differ from typical Higher Education courses as they are open to everyone over the age of 13 regardless of learners’ age, educational level, motivation, experience or demography. MOOC are heavily criticised for their attrition rates of between 90-95 percent. Numerous studies have highlighted that large number of MOOCs learners who don’t complete the whole course do in fact access substantial amount of content. This highlights the different motivations MOOCS learners have. The traditional MOOCs criteria for completion is not suited to measuring this micro learning within MOOC. The paper aims to propose a new methodology for measuring learner achievement that would take account of the overall completion rates plus the micro learning that takes place within MOOCs.