Analyse de traces d’interaction et reconceptualisation des indicateurs de performance de MOOC : une revue de littérature
The unhinged use of indicators to measure the performance of online courses is potentially detrimental to understanding the phenomena they claim to measure. Based on a series of works carried out in the field of MOOCs, we illustrate three types of research work that aim at reconceptualizing metrics...
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| Main Author: | |
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| Format: | Article |
| Language: | fra |
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Centre National d'Enseignement à Distance
2025-03-01
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| Series: | Distances et Médiations des Savoirs |
| Subjects: | |
| Online Access: | https://journals.openedition.org/dms/10952 |
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| Summary: | The unhinged use of indicators to measure the performance of online courses is potentially detrimental to understanding the phenomena they claim to measure. Based on a series of works carried out in the field of MOOCs, we illustrate three types of research work that aim at reconceptualizing metrics based on learning analytics. The first consists in questioning the terminology used. It is important to identify the phenomenon referred to when talking about the number of students, enrollments or certificates issued. For example, registrations are often made in “bursts” and correspond to courses that overlap, and the comparison with a registration for a university course shows its limits. Research may also seek to illuminate blind spots left by the use of an indicator. The use of the certification rate reduces the weight of the non-certified, who can develop a significant activity, invisible by the choice of certain indicators, as shown by trace analyzes and interviews with learners. Finally, the researcher can act as a source of proposals, proposing indicators adapted to the specificities of the systems studied. |
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| ISSN: | 2264-7228 |