Using an analytical formalism to diagnostic and evaluate Massive Open Online Courses

Abstract

Evaluation is a key element in the pedagogical strategy of all learning environments, especially Massive Open Online Courses (MOOC) since it allows quality improving of educational content and training tools. Recently, MOOC have proven the need for diagnostic and evaluation in terms of huge amount of potential data. In this context, this present paper describes our logical stepwise analytical approach which represents the process we have developed to effectively evaluate MOOC. This approach is based on a combination of Learning Analytics and traces.