Format

Send to

Choose Destination
BMC Med Educ. 2015 Mar 26;15:60. doi: 10.1186/s12909-015-0344-z.

Relationship between participants' level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course.

Author information

1
Wicking Dementia Research and Education Centre, School of Medicine/Faculty of Health, University of Tasmania, Private Bag 143, 7001, Hobart, Tasmania, Australia. Lyn.Goldberg@utas.edu.au.
2
School of Medicine, University of Tasmania, Private Bag 34, 7001, Hobart, Tasmania, Australia. Carolyn.King@utas.edu.au.
3
Wicking Dementia Research and Education Centre, School of Medicine/Faculty of Health, University of Tasmania, Private Bag 143, 7001, Hobart, Tasmania, Australia. Ciaran.OMara@utas.edu.au.
4
Wicking Dementia Research and Education Centre, School of Medicine/Faculty of Health, University of Tasmania, Private Bag 143, 7001, Hobart, Tasmania, Australia. Fran.McInerney@utas.edu.au.
5
Wicking Dementia Research and Education Centre, School of Medicine/Faculty of Health, University of Tasmania, Private Bag 143, 7001, Hobart, Tasmania, Australia. andrew.robinson@utas.edu.au.
6
Wicking Dementia Research and Education Centre, School of Medicine/Faculty of Health, University of Tasmania, Private Bag 143, 7001, Hobart, Tasmania, Australia. james.vickers@utas.edu.au.

Abstract

BACKGROUND:

The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals.

METHODS:

The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate "Ask an Expert" discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded.

RESULTS:

Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (χ(2) = 2.35, df = 6, p = 0.88) and to engage in the online discussions (F[6, 3799] = 0.85, p = 0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t = 39.60, df = 4407, p <0.001).

CONCLUSIONS:

The high completion rate and level of engagement of participants across a broad spectrum of levels of education suggest that MOOCs can be successfully developed and delivered to students from diverse educational backgrounds. The high participation rate also highlights the combination of MOOC design as well as the scale of unmet need for quality dementia education.

PMID:
25889490
PMCID:
PMC4384387
DOI:
10.1186/s12909-015-0344-z
[Indexed for MEDLINE]
Free PMC Article

Supplemental Content

Full text links

Icon for BioMed Central Icon for PubMed Central
Loading ...
Support Center