A strategy for monitoring and evaluating massive open online courses |
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Affiliation: | 1. Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, 715 Sumter Street, Columbia, SC 29208, United States;2. EDUCAUSE Learning Initiative, EDUCAUSE, 4452 South Oregon Court, Chandler, AZ 85248, United States;3. The University of Texas at Austin College of Pharmacy, 1 University Station A1900, Austin, TX 78712, United States;4. The Ohio State University College of Pharmacy, 136A Parks Hall, 500 W. 12th Avenue, Columbus, OH 43210, United States;5. Center for Teaching and Learning, Johns Hopkins Bloomberg School of Public Health, 2021 East Monument Street, Baltimore, MD 21205, United States;6. Department of Medicine, UCSF School of Medicine, 1545 Divisadero Street, San Francisco, CA 94143-0320, United States;7. Department of Family Health Care Nursing, University of California San Francisco School of Nursing, 2 Koret Way, N411J, Box 0606, San Francisco, CA 94143, United States;1. Réseau Régional de Cancérologie Onco-Occitanie, Toulouse, France;2. Coordination Unit for Geriatric Oncology (UCOG) Midi-Pyrenees, France;3. Departments of Geriatrics, Internal Medicine and Oncogeriatry Unit, Centre Hospitalier Universitaire de Toulouse, Toulouse, France;4. Department of Geriatric Medicine, Centre Hospitalier Universitaire de Nîmes, Univ Montpellier, Nîmes, France;5. UA11 Institute Desbrest of Epidemiology and Public Health, INSERM, Univ Montpellier, Montpellier, France;6. Coordination Unit for Geriatric Oncology (UCOG) Languedoc-Roussillon, France;7. Department of Radiation Oncology, Institut du Cancer de Montpellier, Montpellier, France;8. Department of Geriatric Oncology, Institut du Cancer de Montpellier, Montpellier, France;9. Department of Geriatrics, Centre Hospitalier Universitaire de Montpellier, Montpellier, France;10. Department of Geriatrics, Centre Hospitalier de Muret, Muret, France;11. Department of Medical Oncology, Institut Universitaire du Cancer de Toulouse-Oncopole, Toulouse, France |
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Abstract: | We argue that the complex, innovative and adaptive nature of Massive Open Online Course (MOOC) initiatives poses particular challenges to monitoring and evaluation, in that any evaluation strategy will need to follow a systems approach. This article aims to guide organizations implementing MOOCs through a series of steps to assist them in developing a strategy to monitor, improve, and judge the merit of their initiatives. We describe how we operationalise our strategy by first defining the different layers of interacting agents in a given MOOC system. We then tailor our approach to these different layers. Specifically, a two-pronged approach was developed, where we suggest that individual projects be assessed through performance monitoring; assessment criteria for which would be defined at the outset to include coverage, participation, quality and student achievement. In contrast, the success of an overall initiative should be considered within a more adaptive, emergent evaluation inquiry framework. We present the inquiry framework we developed for MOOC initiatives, and show how this framework might be used to develop evaluation questions and an assessment methodology. We also define the more fixed indicators and measures for project performance monitoring. Our strategy is described as it was developed to inform the evaluation of a MOOC initiative at the University of Cape Town (UCT), South Africa. |
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Keywords: | MOOC Online course Monitoring Evaluation Developmental evaluation Performance monitoring |
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