Massive Open Online Courses differ from traditional forms of learning, because of their free access, abundance of resources and of user interaction tools available. Notwithstanding these features, some learners reach their achievement while others do not. In learning analytics literature there are many contributing relating to how Massive Open Online Courses learners' behaviours determine performance. The paper proposes a study to face the conceptualisation, operativisation and measurement of learning and engagement, two determinists of learners' performance. Moreover, considering the multidimensional and complex nature of Massive Open Online Courses learning assessment, a Partial Least Squares model is also proposed.
MOOCS LEARNING ASSESSMENT: CONCEPTUALISATION, OPERATIVISATION AND MEASUREMENT
Carannante, Maria;
2019
Abstract
Massive Open Online Courses differ from traditional forms of learning, because of their free access, abundance of resources and of user interaction tools available. Notwithstanding these features, some learners reach their achievement while others do not. In learning analytics literature there are many contributing relating to how Massive Open Online Courses learners' behaviours determine performance. The paper proposes a study to face the conceptualisation, operativisation and measurement of learning and engagement, two determinists of learners' performance. Moreover, considering the multidimensional and complex nature of Massive Open Online Courses learning assessment, a Partial Least Squares model is also proposed.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
