MOOC providers could enhance engagement and retention by providing audio-only content in addition to or even instead of video-based content. I've got a couple hours per DAY where I crave quality audio content but am physically unable to watch videos at that time. In contrast, I've only got a couple hours per WEEK that I can watch videos.
Online Education's Dirty Secret - Awful Retention
41–50 of 165 posts
Re: Online Education's Dirty Secret - Awful Retention
#42Earlier quoted context omitted.
I usually sign up for a bunch of classes just so I can access the material at a later point when I have time or when I'm interested. How many of those classes have you done the work for? Personally I find the synchronous model helps me complete the course, as it removes the temptation to put things off.
That may be but I personally find it extremely difficult to juggle my everyday working life with an online class. I would much rather download and watch a video lecture on the way to work.
You can totally do that. The courses are 'synchronous' in calendar spans of time, not in lectures being broadcast live.
Re: Online Education's Dirty Secret - Awful Retention
#43My mother used to tell me that my eyes were bigger than my stomach when I took food more food than I could eat. I have the same problem with MOOCs.
The future me always has more time, is always more dedicated to learning, is always more focused. So I sign up, and when the class starts I'm no longer the better, stronger, faster, future, me, I'm just me.
Still I manage to finish some, and learn a little from the ones that I drop, so I don't see it as a problem.
Re: Online Education's Dirty Secret - Awful Retention
#44I don't necessarily think this is a bad thing.
For Stanford's database class that just finished we had 64 thousand register, but only 20,000 actually do some work, and then close to 5k actually take the final or get a statement of accomplishment.
My blog response: http://sef.kloninger.com/2013/03/online-ed-retention/
I'm the engineering manager on Class2Go, Stanford's open-source MOOC platform. Check it out: http://class2go.stanford.edu/
Re: Online Education's Dirty Secret - Awful Retention
#45Even if 5% people(say 5000 people) complete the course, whats wrong in that ? 5000 is still a big number. Many Prof's wouldn't have taught that many students all their life. I have myself completed 7 courses from edX,udacity and coursera. Each of these have a different approach. Udacity for beginers while edX and coursera have some advance courses and I found these courses a great supplement to my course work at my s…
True, that's a nice number. But you have to keep in mind many of these startups, while doing something noble, still need to make a big business (often they're VC-backed). Increasing retention rates is essential for business and for making online education viable. I'm not sure if 5% retention makes the model work or if you need >10%.
Also, their mindshare: "We're changing the world, 100K under-served people signed up!" vs, 5K who finish and most have at least a Master's already anyway :)
Re: Online Education's Dirty Secret - Awful Retention
#46The issue with Coursera is the synchronous model. The material's good and the selection's excellent, and they deserve a lot of props for solving such a critical problem. College life is sanitized. Real World interjections are rare enough, at that age, to be handled case-by-case when it comes to extensions and such. Adult life is messy and complicated-- sick parents become more common, job demands fluctuate-- and sync…
...in our ADD culture.
As someone who has personal interaction with the disorder (I'm not officially diagnosed, but probably have it, my son has it, several siblings, nieces and nephews as well), I hate this phrase. Because people use it to mean the exact opposite of what the actual disorder is.
People with ADD or ADHD (different names for pretty much the same thing) do not lack focus. To the contrary, a primary characteristic is extreme focus. Instead we lack the ability to focus on what we are told to focus on.
Society labels this "distractibility" because the person does not focus on what those around would want them to focus on (following instructions, getting dressed, doing homework, etc) but instead goes back to what interests them (bugs, dinosaurs, math, etc). But in terms of ability to get fascinated by something, then follow through on complex tasks, people with ADD or ADHD are significantly more capable than the general public.
Re: Online Education's Dirty Secret - Awful Retention
#47The issue with Coursera is the synchronous model. The material's good and the selection's excellent, and they deserve a lot of props for solving such a critical problem. College life is sanitized. Real World interjections are rare enough, at that age, to be handled case-by-case when it comes to extensions and such. Adult life is messy and complicated-- sick parents become more common, job demands fluctuate-- and sync…
I think Coursera has struck a very effective balance between synchronous and asynchronous learning. Once you sign up for a class, you're able to go back and watch videos, get assignments, even submit assignments for automated grading.
For those of us who find the synchronous style to be a sufficient motivator, it's a great benefit. For people who fall behind but want to cover the material, they're welcome to do so. The grades don't actually matter, remember? Coursera is already "gamified." It's just that the game is done so well that most of the time we're not aware of it.
Re: Online Education's Dirty Secret - Awful Retention
#48The issue with Coursera is the synchronous model. The material's good and the selection's excellent, and they deserve a lot of props for solving such a critical problem. College life is sanitized. Real World interjections are rare enough, at that age, to be handled case-by-case when it comes to extensions and such. Adult life is messy and complicated-- sick parents become more common, job demands fluctuate-- and sync…
I think Coursera has struck a very effective balance between synchronous and asynchronous learning. Once you sign up for a class, you're able to go back and watch videos, get assignments, even submit assignments for automated grading. For those of us who find the synchronous style to be a sufficient motivator, it's a great benefit. For people who fall behind but want to cover the material, they're welcome to do so. T…
I agree with this. I wouldn't be motivated enough to follow 4 courses if it weren't for the synchronous model.
Re: Online Education's Dirty Secret - Awful Retention
#49The issue with Coursera is the synchronous model. The material's good and the selection's excellent, and they deserve a lot of props for solving such a critical problem. College life is sanitized. Real World interjections are rare enough, at that age, to be handled case-by-case when it comes to extensions and such. Adult life is messy and complicated-- sick parents become more common, job demands fluctuate-- and sync…
...in our ADD culture. As someone who has personal interaction with the disorder (I'm not officially diagnosed, but probably have it, my son has it, several siblings, nieces and nephews as well), I hate this phrase. Because people use it to mean the exact opposite of what the actual disorder is. People with ADD or ADHD (different names for pretty much the same thing) do not lack focus. To the contrary, a primary char…
Interesting. That sounds a lot like me.
You make a really strong point. Going back and changing it.
Re: Online Education's Dirty Secret - Awful Retention
#50Learning is hard. Self-study is very hard. Incentives matter.
The main incentive to power through a Coursera course is personal enrichment. This is not the reason most people go to college.