In our previous post, we introduced the need to create new performance indicators for corporate MOOCs. In this post, we explore the value of regularity as an indicator.
How regular is a user’s learning in a MOOC? How important is regularity for course success? How can regularity be measured? What does a learner’s regularity pattern tell recruiters? How should course design support regularity?
Continue reading “Performance indicators for corporate MOOCs – Regularity”
Jean-Marc Tassetto, Coorpacademy, online training
As the son of a school teacher with a passion for educational issues, a marketing professional and a geek who pursued part of his career at SFR (one of the major French mobile operators) and as the director of Google France, Jean-Marc Tassetto had a few arguments for entering the world of EdTech. His motto, along with the two other founders of Coorpacademy, was to revolutionize continuing education and online learning by freeing the will to learn. Here, we take a look at the history and the concept of Coorpacademy, his startup based at Lausanne’s EPFL, a bright star in the world of EdTech enjoying healthy growth and having just secured the largest round of funding in the sector of EdTech in Europe, €10 million. Continue reading “Online learning: never again!”
Post initial hype about massive numbers of participants signing-up to follow MOOCs, the ensuing discussion concerned equally massive drop-out rates. Researchers and practitioners now seem to agree that completion and drop-out rates are not THE crucial performance indicators of MOOCs and their learners. They argue that many learners do not even strive to complete the course because they are interested in only a part of the course or because they want to simply watch the course material. When computing drop-out rates only for those participants who have committed to completing the course, either by paying for certification or by indicating the objective of completion in the registration form, drop-out is no longer alarming and instead close to rates in offline learning settings. (cf. EPFL(1)) Continue reading “Analytics-driven corporate MOOCs – performance indicators beyond completion rates”