Making online learning work, the case for gamification | The Oxford Review

Making online learning work, the case for gamification

Research Briefing

Keywords: online learning, e-learning, MOOCs, massive open online course, gamification

One of the big problems all online and e-learning courses face is keeping people engaged and learning. The estimated drop-out rate of online and e-learning range from 30% for non-compulsory organisational and institutional e-learning, such as courses provided by universities and companies, for example, up to over 90% for MOOCs or massive open online courses, which are publicly available courses made freely available to anyone with internet access.

MOOCs

There are considered to be two different types of MOOCs:

    1. cMOOCs, which are connective MOOCs or massive open online courses that share digital elements and environments and are connected together in a variety of ways.
    2. xMOOCs, or extended massive open online courses. xMOOCs tend to be based on content provided by universities and other educational institutions that provide significant research-based content and background.

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Disclaimer: This is a research review, expert interpretation and briefing. As such it contains other studies, expert comment and practitioner advice. It is not a copy of the original study – which is referenced. The original study should be consulted and referenced in all cases. This research briefing is for informational and educational purposes only. We do not accept any liability for the use to which this review and briefing is put or for it or the research accuracy, reliability or validity. This briefing as an original work in its own right and is copyright © Oxford Review Enterprises Ltd 2016-2019. Any use made of this briefing is entirely at your own risk.

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