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The fact that course completion rates "barely budged" despite "six years of investment in course development and learning research" is problematic, the researchers argue. And among the "verified" students, 46 percent completed in 2017-18, compared to 56 percent in 2016-17 and about 50 percent the two previous years. And Reich and Ruipérez-Valiente show that completion rates in MIT and Harvard MOOCs did not increase - and in fact fell, for all participants, those with a stated intention to complete and those who paid to take "verified" courses - from 2013-14 to 2017-18, as shown in the graph below.Īmong all MOOC participants, 3.13 percent completed their courses in 2017-18, down from about 4 percent the two previous years and nearly 6 percent in 2014-15. The data cover 5.63 million learners in 12.67 million course registrations.įirst, one of the big knocks against MOOCs since their beginning was the low rate at which students completed the courses, even as defenders pointed out that many students took MOOCs for knowledge or edification, rather than for a credential. What Reich and Ruipérez-Valiente - director and a postdoctoral associate, respectively, in MIT's Teaching Systems Lab - add to our understanding of the MOOC landscape are an analysis of data from all courses taught on edX by MIT and Harvard from 2012 to 2018, which quantitatively back up what a lot of people have suspected.
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That trend has been well documented in the pages of Inside Higher Ed and "Inside Digital Learning," as evidenced in articles such as this, this and this. Ruipérez-Valiente strive to explain why MOOCs largely fell short of their purported mission of transforming education worldwide, leading the top providers of the courses - including Coursera and edX, which MIT co-founded with Harvard University - to focus instead on the more traditional role of helping colleges take their academic programs online.
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In an article in Science entitled "The MOOC Pivot" (subscription required for full article), Massachusetts Institute of Technology's Justin Reich and José A. It has become a platitude by now to say that massive open online courses largely failed to achieve the promise many advocates saw to expand access to high-quality education democratically throughout the world.īut now two researchers have provided the analysis and data to prove it.