The University of Melbourne released its first MOOC – Principles of Macroeconomics – in early 2013 and since this time it has designed, developed and delivered a further ten MOOCs. Seven more MOOCs were destined for release in late 2014 and early 2015. The MOOCs produced by the University showcase its broad research and teaching expertise. Our MOOCs represent diverse discipline areas such as philosophy, genetics, computer science, education, physiology, history and economics. In total, our MOOC courses had attracted over 640,000 expressions of interest from learners worldwide, with approximately half of these starting one of our courses.
This report draws upon some of these data. The report presents simple “data snapshots” of each of the University of Melbourne’s MOOCS that have been delivered up to June 2014. The figures presented in this report are predominantly based on data drawn from the databases provided by Coursera. These raw data were then manipulated – aggregated and analysed – to form standardised data snapshots for each MOOC. A glossary of the terms used in this report is provided at the end to assist with interpretation.
In the video below, Coursera's president and co-founder Daphne Koller shows how MOOCs provide opportunities for open-ended projects, intercultural learner interactions, and collaborative learning. She also discusses some of the data that has been collected from MOOCs, and what we can learn from these data about both courses and learners. Specifically, discusses a variety of measurable aspects of course design and how these choices affect learner behavior, satisfaction, and retention. Daphne also describes both the data and examples of the kind of transformative impact that can be derived from providing millions of people with access to the world’s best education.