Proposed Design
Sources of Data For the initial phase of this exploratory study regarding completion rates, data sets are available through different internet sources that contain all ex post rates. These data sets are publicly available. The first phase will utilize extant data. To attain traditional college completion rates, the National Center for Education Statistics has data sets available for download that can be customized. Since MOOCs are available internationally, the most appropriate data set for this particular quantitative research would include college completion rates by country as a starting point. Additionally, an overall average can be extracted from this data. This would give us the average completion rate for traditional colleges. The next step would be to gather data for MOOC completion rates. Using internet searches there is information available at Class Central. Class Central has complied completion data for all courses offered by Coursera, EdX, and Udacity, which are the three main platforms for MOOCs. The enrollment and completion data for each course have been recorded. Completion is defined by finishing all the requirements necessary for a certificate. Other data, such as course length, institution ranking, and active users, are also recorded on these data sets. This data set includes courses over the span of eighteen months. This information will assist in answering the primary research question: how do MOOC completion rates vary
Education has long been the frontier for society and academic advancement in one’s life. Long gone are the days where only a handful of people were expected to enter into college and earn a degree. In 2014, there are so many colleges and universities that one can choose from. Not only is the choice, whether or not they attend school, but the choice is, whether they want to attend school online or in a traditional college setting of brick and mortar.
Getting into college are the goal for many students, yet MOOCs are a much cheaper option for students who are ready for the material and the challenge. Cristina mendoza is one of three students, along with James Gregory, and Hugh Gallagher, who’s goals are to go into into a good college and acheive success in life. She is one of many smart and diverse people who are capable of completing a MOOC. There are many things, such as her acceptance of her diverse nature, her smarts, and uniquness of her work shows that she is the most capable of taking part in and completing a online learning environment successfully.
Even with these disadvantages, Massive Open Online Courses are still a positive aspect for the current and future online students because with the free and easily accessible MOOCS classes, perspective online students have an alternative to education and it’s free! In order for the online universities to stay competitive, it is likely that MOOCS may force online universities to significantly lower online courses that are for credit (Casement, 2013).
A number of studies found that student background and pre-college experiences can affect attrition rates in online classes (Atchley et al., 2013; Gregory & Lampley, 2016; Harrell & Bower, 2011; Kaupp, 2012; Palacios & Wood, 2015; Smart & Saxon, 2015; Stanford-Bowers,
A Mooc is a massive open online course, a common course would last around 6 to 10 weeks. You can take all types of college courses for free, the only downside is that It’s creditless. I have been researching three students named Gallagher, Mendoza, and Gregory. By examining Gallagher’s creativity, eagerness to learn, and his confidence, it is clear that he is the best candidate for a MOOC.
Online students are a unique group of individuals with many different needs. In order to be successful in earning their college degree, students must complete the requirements
What is tradition? How do traditions evolve? Look at it this way, we have all gone to school at some point of our lives. When you think school, you think the basics,which are: pens, pencils, other students and a teacher. That’s the “normal” form of education that everyone knows. However, MOOC breaks that tradition. Traditional schools and universities have other students in the same room going at the same pace as you. With MOOC you are an individual, “the MOOC is a full course made with you in mind.” This suggests that MOOC is made to fit you and can easily be modified to personalize it to your taste. It’s made to satisfy you and make sure you are learning to your best abilities. “Then -this is the key- videos pause perhaps twice for a quiz to make sure you understand the material” That is a big difference. You can’t pause a real lecture and test how well you understand something. MOOC also allows people to adjust the speed of the video. You can have it go at a slow speed or a fast pace depending on how you learn. Another tradition MOOC has seemed to break is having a qualified person teaching their students. According to Dr.Stavens. “Just because a person is the world’s most famous economist doesn’t mean they are the best person to teach the subject.” This suggests that MOOC selects the best person to teach their courses and make sure the students understand. You don’t need to be well known and have a bunch of degrees, “students will want to learn from whoever
The significance of the acfode of Student A describes the need of support for students across the board. The information shown tells a story of the struggle many college students. The question is, why do college student take so long to complete one degree and what is the solution? Because of high dropout rates at community colleges, Mott Community College’s Board of Trustees should provide mandatory cohort classes. The students who while the most changes to dropout is commty college students and those in a two year program. Community colleges have a high accepted rate of 76% according to “communticollge reavw” but they also have a dropout rate to match according to
MOOC providers have created video lectures, readings, and problem sets that seek to modify, and in some cases, replace entirely the need for a physical campus to complete a degree in higher education. The most notable MOOCs, Coursera, Udacity, and edX, emerged in 2012, “The Year of the MOOC” according to the New York Times, and have since attracted millions of registered students. Coursera and Udacity are both for-profit spin-offs from Stanford that offer a wide variety of courses taught by professors from some of the most prestigious universities in the world, such as Stanford itself, Princeton, the University of Michigan, and the University of Toronto. edX, on the other hand, is a non-profit partnership of MIT, Harvard, and Berkeley that offers both a platform that universities can customize to create their own courses, as well as a range of courses that are pre-developed by edX. In many cases, MOOCs are offered for free, incentivizing students to expand their knowledge with essentially nothing to lose. In other instances, when MOOCs have partnered with educational institutions to supplement or replace a physical classroom education, the MOOCs are offered for credit and at a lower cost than an in-person education.
As a case analysis, there is used the data (Karen Kaminski and William D. Milheim, 2002) about an online social sciences bachelor's degree in liberal arts via a Course Management System (CMS), at Colorado State University (CSU) between spring of 2000 and summer of 2001.
In today’s society, so many people are continuing their education beyond high school. We realize that in order to make a decent living, a degree is most likely a requirement. In some cases even a bachelor’s degree is not enough to qualify for many positions. Nevertheless, thanks to technology, we now have the option to learn online or in a traditional classroom setting. There are very few differences between the two, and students need to understand that as much time and energy will need to be devoted to the online courses as on a campus. “A 2010 meta-analysis and review of online-learning studies concluded that online learning was as good as or slightly more effective than traditional face-to-face instruction” (Mendenhall, 2011).
When we head off to college after graduating from high school, we don’t really think about all the data we collected over the years. Fortunately, for some of us, that data does not follow us off to whichever college we choose. Universities probably wish it did though. Technology, today, has made advancements in new educational technologies trying to match students to majors and colleges to monitoring their progress in remedial classes or their first four semesters at college in order to raise their graduation rates. I think these new technologies can be very beneficial to the student and the institution, but I think they still have some issues that need to be addressed.
Various online degree programs are becoming more readily available to students providing additional opportunities, lower costs, and more interaction. Research is beginning to shift from accessing information from a library to using a smart phone,
Technology is changing every aspect in our lives, even the way we learn. Online classes are a rapidly growing trend it today’s society. Online classes are a cost-effective substitute for traditional courses and more convenient for many, so more schools and universities are offering this option. Due to the increase in online course enrollment, people are questioning if students truly learn something from online classes because it’s not a traditional learning environment. Online classes are just, if not more, effective as traditional classes because grades have increased and online discussions provide students with the chance to interact through networking while earning a degree for less than what it would cost to enroll at the same university.
In many schools, online classes are becoming more available to students. Recent studies show that the use of online classes has been rapidly increasing over the past three years. Currently, there are a total of 6,700,000 students enrolled in all different variations of courses