Understanding persuasive technologies to improve completion rates in MOOCs

Abstract

Advances in computing technologies are revolutionising education. Specifically, advances in Human-Computer Interaction impact the media and methods of delivery, facilitating a conceptual shift from traditional face-to-face instruction towards a paradigm with delivery increasingly tailored to student needs. Massive Open Online Course(MOOC) providers have now the possibility to both predict and facilitate student success by applying learning analytics techniques on the large amount of data they hold about their learners. More than ever before, key information about successful student behaviour and context can be discovered and used in digital interventions on, for example, students at risk. This is a complex issue which is receiving increased attention in Higher Education and specifically amongst MOOCs providers. This position paper discusses the relevant challenges in the use of learning analytics in MOOCs in conjunction with persuasive technologies in order to improve completion rates.