General impact of MOOC assessment methods on learner engagement and performance

Abstract

In this paper, the role of general MOOC assessment methods and their relationship with learner engagement and performance is comprehensively evaluated. The learner engagement and activities are classified as online, offline and integration of both. The course completion flexibility levels are divided into high, medium, and low. As MOOCs with low flexibility need considerable engagement with the course contents and assessments they contribute to higher engagement with the courses by involving the learners to spend considerable time on studying. Moreover, as the MOOCs are available entirely online, the user interaction, engagement or activities need not be always online. The paper provides some insights regarding, how the user engagement is higher in such assessments, where the feedback is higher, and in courses with high-level assignments such as paper writing or project submissions.