The newly emerging challenges that MOOCs pose for the way we interpret learner data was the subject of two presentations I delivered on 20 January to visiting delegations from Jiangsu University as part of an event organised by the OU’s Business Development Unit. Within these presentations I looked at how issues associated with each of the four terms ‘massive’, ‘open’,’ online’ and ‘course’ may impact our interpretation of VLE, Questionnaire, Social and Shared data. The sessions were designed to dovetail with a complementary presentation from IET’s Student Statistics and Survey Team about the institutional collection and use of student feedback data.
Abstract: MOOCs represent an emerging technology in respect to international education and present new opportunities for capturing and interpreting data about the learner and their learning. Using MOOCs as an example of open and online learning, this session will outline the challenges to data interpretation for researchers and institution and consider if and how open online courses could support paid-for taught courses.