MOOC User Persistence - Lessons from French Educational Policy Adoption and Deployment of a Pilot Course

MIS –Mod´elisation Information Syst`eme–lab(EA4290)Universit´e de Picardie Jules Verne (UPJV), Francemarilyne.rosselle@u-picardie.frAbstract. This research explores user persistence in a massive open on-line course (MOOC) that was set up as an experiment before the FrenchMinistry of Higher Education and Research launched in October 2013the French Digital University initiative–a French platform for MOOCs.Persistence was looked into from the perspective of emotions. Digitaltrail data, demographic data and data from six scales were analysed.The scales were Positive A↵ect and Negative A↵ect Scales (PANAS)plus the Flow in Education scales (EduFlow). Results show that manyregistrants logged on, participated in activities and accessed resourcesseldom, while a few persisted and were active. Correlations between per-sistence and residence in Europe or Africa were found as well as patternsrelating to negative a↵ect and to well-being, again linked to geographicvariables.Key words: Massive open online course, MOOC, Persistence, Well-being, A↵ect, Flow

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