Here are the slides of the EMOOCS 2016 presentation for the research track. Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing

1. Measuring
COMPLETION and
DROPOUT in MOOCs
Leslie HUIN, Yann BERGHEAUD, Alexandra CODINA & Eric DISSON
A LEARNER-CENTERED model

2. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
2
Introduction
Let’s start by a short story…
• A commitment process
• A dynamic classification of individuals
• A set of rates to measure completion and drop out
MOOC 1 MOOC 2
Observation
Vertical
Learning
DROP OUT
? ?

3. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
3
Proposition of commitment process
► Some differences in the process
• No selection
• No registration fees
• No « recognized » diploma
• No consequences to drop ou or fail
► Less external factors of motivation
► Auto-determination
► Selection a-posteriori

4. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
4
Proposition of commitment process
REGISTRATION
ACADEMIC
COMMITMENT
NEGOCIATION
OBJECTIVES INTENTION
EXPECTED
BEHAVIOR
CONATIVE
COMMITMENT
ACTION
OBSERVED
BEHAVIOR
BEHAVIORAL
COMMITMENT
Conceptualized intentions
Custom intentions
Knowledge prerequisites
Ability regarding the format
A-posteriori
Selection

5. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
5
Dynamic classification of individuals
REGISTRANT NO-SHOW
PARTICIPANT
LEARNER
ACTIVE LEARNER
OBSERVER
ACADEMIC
COMMITMENT
CONATIVE
COMMITMENT
CONATIVE COMMITMENT
BEHAVIORAL
COMMITMENT

6. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
6
Dynamic classification of individuals
REGISTRANT NO-SHOW
PARTICIPANT
LEARNER
ACTIVE LEARNER
OBSERVER
Registration
Non
participation
Participation
Non
commitment
Global
drop-out
Global
commitment
Effective
commitment
Effective
drop-out
Completion
Failure
Completion
Effective
drop-out
Failure
Expected Behavior  Observed Behavior

7. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
7
Some early results
► 3 tracks
• Open track
• Knowledge track
• Skills track
INTRODUCTION TO
BUSINESS PROCESS MAPPING
Registration 7436 registered
Participation
50% participation

8. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
8
Some early results
► 3 tracks
• Open track
• Knowledge track
• Skills track
INTRODUCTION TO
BUSINESS PROCESS MAPPING
Global
commitment 2442 learners
Effective
behavior 1350 active
learners

9. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
9
Some early results
D
Nb % Nb % (t vs t-1)
Commitment (t0) 2442 - - - -
MCQ 1 (t1) 1350 55% 1092 45% 1092
MCQ 2 (t2) 1150 47% 1292 53% 200
MCQ 3 (t3) 1065 44% 1377 56% 85
MCQ 4 (t4) 1042 43% 1400 57% 23
Behavior
Drop-in Drop-out
Completion 1001 learners
96% of completed expected behavior (1042)
74% of the active learners (1350)

10. Measuring COMPLETION and DROPOUT in MOOCs - A LEARNER-CENTERED model
10
Some early results
► Lessons learned
• The conative commitment is not enough. It is the behavioural
commitment which is actually a predictor of persistence.
• The dropout rate evolves less as the MCQ are performed. Once
engaged in the first MCQ, the chances to complete the course are
very strong.
• The failure rate is very low (4%). Participants who are fully committed in
the 4 MCQ succeed at 96%.

11. CONCLUSION
Leslie HUIN, Yann BERGHEAUD, Alexandra CODINA & Eric DISSON

12. THANKS
Leslie HUIN, Yann BERGHEAUD, Alexandra CODINA & Eric DISSON