scholarly journals Coach Training Within the Covid-19 Pandemic: Challenges and Potential Pathways

2021 ◽  
Vol 12 ◽  
Author(s):  
Fernando Santos ◽  
António Cardoso ◽  
Paulo Pereira ◽  
Leisha Strachan
Keyword(s):  
Training Programs ◽  
Meaningful Learning ◽  
Course Completion ◽  
Completion Rates ◽  
Contextual Variables ◽  
Cultural Contexts ◽  
Course Format ◽  
Coach Training

In this article we aim to provide insights about the challenges stakeholders in Portugal and across the globe may face throughout the Coronavirus Disease 2019 pandemic to reorganize coach training programs and suggest strategies to help coaches learn. Such reflection may help stakeholders across socio-cultural contexts consider the consequences of the changes made to coach training programs, the rationale for these decisions and the need to acknowledge existent challenges such as lower course completion rates, pressures to deliver the curriculum and dilemmatic decisions about course format. Furthermore, we also suggest pathways for stakeholders to develop strategies that consider contextual variables and contribute to meaningful learning. Based on the Portuguese context, several issues are discussed.

scholarly journals Insights from a massive open online course (MOOC) for medical education (2014-2018)

2018 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
United States ◽  
Medical Education ◽  
Online Education ◽  
Effective Means ◽  
Course Completion ◽  
The United States ◽  
Online Course ◽  
Completion Rates ◽  
Massive Open Online ◽  
Global Reach

Background Massive open online courses (MOOCs) are technological innovations have been successfully applied in a wide variety of disciplines to deliver quality online education. These courses are an area of intense focus of educational research. Preliminary studies have shown MOOCs to be effective means of delivering medical education. This study reports data on course completion rates and the geographic reach of a MOOC designed for medical education. Methods A online course designed as for a 4th year medical school elective was opened as a free to take MOOC in August, 2014. The course is offered in English with subtitles via Udemy.com. Data regarding completion rates were obtained from the course management interface of the MOOC, data regarding the geographic reach of the course was obtained from Google Analytics. All data is anonymous, aggregated, and studied retrospectively. The intended course audience was fourth year medical students in the United States, but enrollment was open to all. Results MOOC enrollment reached 5,586 students by February, 2018. Completion rates were low (5%), with 8% completing 50% or more of the MOOC. 80% of students did not complete a single course element. Students enrolled from 161 different countries based on localization by Google Analytics. The most common countries students enrolled from were the United States (46%), India (6%), the United Kingdom (4%), Egypt (2.5%), Canada (2.5%), Australia (2%), China (2%), Germany (1.5%), Brazil (1.5%), and Saudi Arabia (1.5%). Conclusions Course enrollment included 5,586 students from 161 different countries. Course completion rates were low, but consistent with other scientific MOOCs designed for high level audiences that are open for public enrollment. These results also show the potential global reach of a MOOC. These factors of high enrollment, low course completion, but global reach are unique challenges for medical educators who deliver content via MOOC technology. Further study is needed to further define the role of MOOCs in medical education.

scholarly journals Improving Completion Rates in Adult Education Through Social Responsibility

2016 ◽  
Vol 28 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Bjarne Wahlgren ◽  
Kristina Mariager-Anderson
Keyword(s):  
Adult Education ◽  
Social Responsibility ◽  
Educational System ◽  
Training Programs ◽  
Drop Out ◽  
Completion Rates ◽  
Educational Culture ◽  
Drop Out Rates ◽  
Teachers Attitudes ◽  
Positive Effect

Dropout is a serious problem within education. This article reports on an intervention project, titled “New Roles for the Teacher—Increased Completion Rates Through Social Responsibility,” which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers’ competences. This goal was pursued by engaging teachers in training programs aimed at improving their relational competences. The data showed that these focused training programs have an effect on the educational culture at the colleges and on the teachers’ attitudes toward the importance of reducing drop-out rates. As a consequence, the teachers acted more consistently and purposefully to prevent dropout, and a positive effect of the intervention on drop-out rates was documented.

scholarly journals Massive open online course completion rates revisited: Assessment, length and attrition

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Completion Rates ◽  
Massive Open Online ◽  
Attrition Rates ◽  
Start Date ◽  
Massive Open Online Course ◽  
Course Length

<p>This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.</p>

scholarly journals MOOCs: Hope and Hype in Viral Technologies and Policies

2014 ◽  
Vol 4 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Maureen W. McClure
Keyword(s):  
International Education ◽  
Online Courses ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Discussion Forums ◽  
Online Reading ◽  
Reading Materials ◽  
Software Platforms ◽  
Assessment Procedures

Massive open online courses (MOOCs) have emerged in the last couple of years as Internet-based vehicles providinglow cost global access to quality education. They come in two basic forms: expert and self-organizing. Thedominant expert model provides access to expertise through centralized software platforms with expert-designedshort lecture videos, free online reading materials, discussion forums and a strong emphasis on measurable assessments.Self-organizing models focus on problems that may be too new for well-developed expertise, but are tooimportant to ignore. Their rapid (viral) growth has resulted in related “viral policies” created by administrators andothers who feel under competitive pressure to act quickly. MOOC interest is growing in many countries, openingnew opportunities for international education partnerships. Backlashes have taken the form of: (a) unresolvedproblems with course perseverance, (b) assessment procedures to reduce cheating and improve peer review, and (c)faculty resistance to viral governance. While low course completion rates remains problematic, rapidly developingtechnologies and competitive networks are likely to influence higher education institutional policy for some timeto come.

scholarly journals Framework for Personalizing Mooc Courses based on Learners’ Stress Levels Towards Increased Course Completion Rates

2019 ◽  
Vol 8 (9) ◽  
pp. 2721-2724
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Content Delivery ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Online Learners ◽  
Learning Platform ◽  
Stress Levels ◽  
Open Nature

Massive Open Online Courses (MOOC) has gained a huge popularity amongst the current generation students mainly because of its open nature and its ubiquity. MOOC made it possible for thousands of aspiring learners to learn from their favorite Universities. Though this online learning platform has its advantages, many studies have proved that these massive courses are suffering from tremendous rates in students’ dropouts. This study surveys the major causes of dropouts and would try to link the MOOC failures with the learners’ stress levels. The study also proposes a framework which could be used while designing MOOC courses and will help MOOC providers to personalize the content delivery according to the online learners’ stress levels.

A Comparison of Academic Outcomes in Courses Taught With Open Educational Resources and Publisher Content

2021 ◽  
pp. 0013189X2110525
Author(s):  
Linda Bol ◽  
Monica Christina Esqueda ◽  
Diane Ryan ◽  
Sue C. Kimmel
Keyword(s):  
Student Success ◽  
Course Completion ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Completion Rates ◽  
Introductory Courses ◽  
Final Exam ◽  
Course Materials ◽  
Persistence Rates ◽  
Exam Scores

What difference do open educational resources (OER) make compared with publisher content (non-OER) when costs and instructors remain constant? A total of 215 community college students enrolled in online, introductory courses were randomly assigned to OER or non-OER sections and compared on retention at the tuition drop date, completion with a C or better, course completion, and mean final exam scores. Students in the OER sections were retained and persisted at a statistically significant higher rate, lending credibility to the findings of former studies regarding retention and persistence rates in courses taught with OER materials. No statistically significant differences were found on completion rates or final exam scores. OER course materials should be considered in broader initiatives for student success in community colleges.

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