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Dropout Rates of Regular Courses and MOOCs

  • Léon RothkrantzEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 739)

Abstract

Recently we observe an enormous grow of Massive Open Online Courses (MOOCs). But it proves that the dropout rates of MOOCs are very high. One of the main causes are missing of necessary capabilities of students, inability of students to manage their study and a missing appropriate didactic model. In this paper we compare the dropout rates of MOOCs, regular courses and courses using new didactical approaches as blended learning and flip the classroom. We introduce a new teaching learning model to explain high dropout rates of students in distant learning courses. Finally we discuss possible ways how to teach 21st century skills as cooperative working, learning, creativity, networking and how to solve real life problems in a context sensitive approach. Our research findings are based on educational experiments at Delft University of Technology (DUT).

Keywords

Dropout rates MOOCs Learning models Flip the classroom Didactical models Blended learning 

Notes

Acknowledgements

We thank Ingrid Vos providing me with the results of evaluation of the experiments at TUDelft. We thanks the colleagues of the FETCH project for their valuable help.

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Delft University of TechnologyDelftThe Netherlands
  2. 2.Technical University in PraguePragueCzech Republic

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