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Utilisations des MOOC : éléments de typologie

Abstract : We aim at describing, quantifying and understanding the diversity of situations that explain the low completions observed in MOOCs, based on learning analytics, registration data from the French MOOC platform FUN, course structures, surveys and semi-structured interviews. Most of the attrition is explained by different types of non-starts, and to a lesser extent by voluntary withdrawal: most registrants do not show up in the cours, or do a minimal number of actions, with no intention to engage in the course whatsoever. The existence of an abundant catalog in most platforms drives users to register to more courses than they can follow. Some users view most of the videos of the course without engaging in the tasks required to obtain the certificate, but they represent a small part of the attrition. Academic dismissal is likely to be limited given the fact that most MOOCs are of introductory level, most evaluations are automated and multiple attemps are allowed. Most users follow the course with the intention to apply its content in their personal or professionnal life; a MOOC is most often the equivalent of a learning project. The inability to answer the needs of such learning projects may explain a significant proportion of the voluntary withdrawal. Few learners register in order to obtain a certificate, but most of them are interested in it.
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Submitted on : Monday, January 23, 2017 - 4:26:09 PM
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  • HAL Id : tel-01444125, version 1


Matthieu Cisel. Utilisations des MOOC : éléments de typologie. Education. Université Paris-Saclay, 2016. Français. ⟨NNT : 2016SACLN024⟩. ⟨tel-01444125⟩



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