Does the Course Duration Affect the Completion Rate?

Abstract

This study presents the trajectory of a public educational institution in the offering of online, massive and open courses. It describes the model of the first courses offered and the factors that led to the development of a new pedagogical model. Automated tools were used to build activities and feedbacks, based on models characterized as Nano Open Online Course (NOOC). By restructuring the pedagogical model, it was possible to verify if NOOC courses have higher completion rates in comparison with traditional courses.