The EMMA experience. Emerging patterns and factors for success

Abstract

Since 2008, when the first experiment with MOOCs took place, much has been said, written and explored. However, almost ten years later we are unable to say whether MOOCs are really a desirable learning experience and, moreover, what are the factors for success in the MOOC environment. Literature in the field seems to clearly endorse learner engagement and participation as activities that ensure a higher completion rate and a satisfying learning experience, yet a high degree of dropout can be attributed to a request for participation which learners find unsustainable. On many MOOC projects, the data opens opportunities for discussion but provides few answers, as so much depends on individual variables of the specific course. Far from being a limit of the research, this uncertainty is the only way to preserve learning from becoming a hostage of algorithms, thus leaving teachers and learners the freedom to plan, decide, and experience, and to evaluate their teaching and learning.