Beyond the Phenomenon: Assessment in Massive Open Online Courses (MOOCs)

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Author(s): Amit Chauhan (The Florida State University, USA)
Copyright: 2015
Pages: 22
Source title: Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future
Source Author(s)/Editor(s): Elspeth McKay (RMIT University, Australia)and John Lenarcic (RMIT University, Australia)
DOI: 10.4018/978-1-4666-8324-2.ch007

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

MOOC course offerings and enrollments continue to show an upward spiral with an increasing focus on completion rates. The completion rates of below 10 percent in MOOCs pose a serious challenge in designing effective pedagogical techniques and evolving assessment criterion for such a large population of learners. With more institutions jumping on the bandwagon to offer MOOCs, is completion rate the sole criterion to measure performance and learning outcomes in a MOOC? Learner interaction is central to knowledge creation and a key component of measuring learning outcomes in a MOOC. What are the alternate assessment techniques to measure performance and learning outcomes in a MOOC? MOOCs provide tremendous opportunity to explore emerging technologies to achieve learning outcomes. This chapter looks beyond the popularity of MOOCs by focusing on the assessment trends and analyzing their sustainability in the context of the MOOC phenomenon. The chapter continues the discussion on ‘ePedagogy and interactive MOOCs' relating to ‘performance measurement issues.'

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