In part 1 of this series of posts on MOOC student patterns, I shared an initial description of four student patterns emerging from Coursera-style MOOCs based on new data from professors. In part 2, I revised the description based on some feedback and added a graphical view. The excellent feedback has continued, primarily through comments to both posts mentioned above as well as a separate Google+ discussion. This process has helped identify a fifth pattern, clarify the pattern description, and improve the associated graphic. In particular, I want to thank Debbie Morrison, Colin Milligan, John Whitmer, Charles Severance and Kevin Kelly – as well as other commenters for the great discussion.
The primary changes involve clarifying the previously-described Lurker category. I have separated out a new No-Show category and renamed the Lurkers as Observers. There are also tighter descriptions of each pattern that help define potential data collection that would identify these groupings. Here are the new descriptions and updated graphic.
No-Shows – These students appear to be the largest group of those registering for an Coursera-style MOOC, where people register but never login to the course while it is active.
Observers – These students login and may read content or browse discussions, but do not take any form of assessment beyond pop-up quizzes embedded in videos.
Drop-Ins – These are students who perform some activity (watch videos, browse or participate in discussion forum) for a select topic within the course, but do not attempt to complete the entire course. Some of these students are focused participants who use MOOCs informally to find content that help them meet course goals elsewhere.
Passive Participants – These are students who view a course as content to consume. They may watch videos, take quizzes, read discuss forums, but generally do not engage with the assignments.
Active Participants – These are the students who fully intend to participate in the MOOC and take part in discussion forums, the majority of assignments and all quizzes & assessments.
Comments
15 responses to “Emerging Student Patterns in MOOCs: A (Revised) Graphical View”
[…] Update (3/10): Patterns and descriptions have been updated based on feedback in a new post. […]
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[…] figura de Phil Hill, “Emerging Student Patterns in MOOCs: A (Revised) Graphical View,” e-Literate, Mar 10, 2013, nos muestra la realidad actual de los cursos online tipo Coursera que ahora están muy de moda […]
[…] https://eliterate.us/emerging-student-patterns-in-moocs-a-revised-graphical-view/ […]
[…] https://eliterate.us/emerging-student-patterns-in-moocs-a-revised-graphical-view/ […]
Dear Ana,
I guess you’ve already put considerable time in your categorization of student behaviour patterns in MOOCs. But I would still like to point you to a framework that might be appropriate and fit your questions and research data.
The ‘Reader-to-Leader’ framework is developed by Jennifer Preece and Ben Shneiderman (The Reader-to-Leader Framework: Motivating Technology-Mediated Social Participation).
As the authors indicate. it might be used in several disciplines and domains. So education (especially tailored from a social-constructivist perspective) could also benefit from the insights this framework can support.
[…] Wie sieht die Beteiligung an MOOCs im “Coursera-style” betrachtet im Zeitverlauf aus? Grafik von Phil Hill in seinem Blogbeitrag Emerging Student Patterns in MOOCs: A (Revised) Graphical View. […]
[…] una diversidad de perfiles de participantes novedosa respecto a los cursos más tradicionales: Phil Hill distingue entre estudiantes que no aparecen (no-shows), observadores (observers), visitantes […]
[…] seem to require new goal specifications from students. One can see this in the emerging student patterns in MOOCs that differ from the student patterns you see in a brick and mortar university. At this moment you […]
[…] view of participants, based on the schools’ MOOC experience, is somewhat analogous to the five student patterns I previously described, assuming the following […]
[…] Phil Hill has a good post on e-Literate called “Emerging Student Patterns in MOOCs” that I think describes well the ways in which students participate (or mostly not participate) and […]
[…] Emerging Student Patterns in MOOCs: A (Revised) Graphical View | e-Literate Describes four student patterns emerging from Coursera-style MOOCs. […]
[…] the blog e-Literate, Phil Hill shared an emerging typology of student engagement gleaned from course analytics of Coursera-style offerings and engaged conversation with […]
[…] Bien sûr ces MOOC peuvent se décliner sous différentes formes. Une distinction entre cMOOC et xMOOC est souvent utilisée. Les cMOOC sont basés sur une logique ‘connectiviste’, l’enseignant étant plutôt un coach encadrant des étudiants qui accumulent des connaissances sur une logique de ‘crowdsourcing’. Les xMOOC, quant à eux, renvoient à la “classique” logique verticale d’un enseignant qui dispense une matière (par vidéo) à des étudiants. Des plateformes spécialisées (i.e.: Coursera ou EdX, pour ne citer que les plus célèbres, en collaboration avec les grandes universités de la Syllicon Valley – MIT, Stanford,…) se sont dévelopées et rencontrent un grand succès, certains cours étant suivi par plusieurs dizaines de milliers d’étudiants (tous n’étant cependant pas des étudiants assidus, il semblerait que plus de la moitié des étudiants inscrits ne suit même pas une seule leçon, et seule une petite …) […]
[…] by Phill Hill in his post “Emerging students Patterns in MOOCs: A (Revised) Graphical View (https://eliterate.us/emerging-student-patterns-in-moocs-a-revised-graphical-view/ […]