Learning and engagement assessment in MOOCs using multivariate methods and models

Massive Open Online Courses (MOOCs) phenomenon is the new frontier of online learning, where un-limited time and no location restrictions allow users to follow different strategies of learning. In the learning analytics literature there are many contributes dealing on how MOOC learners’ behaviour affects their performance and influences reaching the course achievements. The present paper proposes a statistical model to analyse the relationship among learning, performance and engagement in a MOOC framework. As MOOCs offer different forms of learning, it is necessary to consider engagement and learning as multidimensional concepts, measurable using several indicators. The network of relationships is estimated through Partial Least Squares Path Modeling and differences in learners’ behaviour according to age are also explored.