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Enabling Meaningful Certificates from Massive Open Online Courses (MOOCs): A Data-Driven Curriculum E-Map Design Model

Enabling Meaningful Certificates from Massive Open Online Courses (MOOCs): A Data-Driven Curriculum E-Map Design Model

Yianna Vovides, Sarah Inman
Copyright: © 2016 |Pages: 19
ISBN13: 9781466688568|ISBN10: 1466688564|EISBN13: 9781466688575
DOI: 10.4018/978-1-4666-8856-8.ch005
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MLA

Vovides, Yianna, and Sarah Inman. "Enabling Meaningful Certificates from Massive Open Online Courses (MOOCs): A Data-Driven Curriculum E-Map Design Model." Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, edited by Shirley Reushle, et al., IGI Global, 2016, pp. 79-97. https://doi.org/10.4018/978-1-4666-8856-8.ch005

APA

Vovides, Y. & Inman, S. (2016). Enabling Meaningful Certificates from Massive Open Online Courses (MOOCs): A Data-Driven Curriculum E-Map Design Model. In S. Reushle, A. Antonio, & M. Keppell (Eds.), Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies (pp. 79-97). IGI Global. https://doi.org/10.4018/978-1-4666-8856-8.ch005

Chicago

Vovides, Yianna, and Sarah Inman. "Enabling Meaningful Certificates from Massive Open Online Courses (MOOCs): A Data-Driven Curriculum E-Map Design Model." In Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, edited by Shirley Reushle, Amy Antonio, and Mike Keppell, 79-97. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8856-8.ch005

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Abstract

At a time when higher education is under pressure to produce more college graduates to meet the demands of future workforce needs, the dropout rate in U.S. institutions is the highest it has ever been. Massive open online courses (MOOCs) provide an opportunity to expand access to postsecondary and adult education. This chapter explores access, retention, and recognition issues in relation to MOOCs. It argues that formal education models of curriculum design need to be refined to take advantage of the massive open online space. It concludes by describing a conceptual model that proposes an integrative learning analytics approach to support student retention and achievement.

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