Source: Educational Reseracher , 43(2), March 2014, p. 74-84.
The authors present new approaches to describing and understanding user behavior in massive open online courses (MOOCs).
They drew 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012.
The authors argue that the data from massive open online courses (MOOCs) are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables.
They illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement.