The education system, in order to adapt to the new circumstances, has evolved towards online learning and this has been reflected in a considerable growth of MOOCs and in the number of online courses offered. However, no studies have been carried out on the tracking of learners from the point of view of the impact of the training received through MOOCs on their professional and personal development. In addition, policy documents have been published emphasising the need for information on the trainees' trajectory after completion of their training. ASTRE project, with the tracking tool developed, fills this lack of qualitative and quantitative data and to find out what impact the training has had on adult learners with different motivations and different degrees of engagement in terms of: -the access, maintenance or improvement of the learners' employment. -the improvement of graduates' qualifications and, consequently, the improvement of companies' competitiveness. -the adaptation of training actions to the needs of the job market and the efficiency of the economic resources and means employed. The overall objective of the project has been to increase the relevance, quality and audience of MOOCs by supporting the quality assurance and strategic planning of MOOC providers through: Specific results: - IO1: The first intellectual result of the project has been the development of a tracking system for students participating in MOOCs, where the core of the tracking system has been the Survey addressed to learners who have completed a specific course. The Survey focused on the impact that MOOC attendance and certification had on the learner's personal and professional competencies, further education, career path, professional status, income, etc. This tracking tool was tested by a launch through 4 of the partners who are MOOC and online training providers, reaching over 95000 learners. The information collected during this pilot run was used to conduct the additional activity of this IO1 - "The voice of the e-learner", delivering general Recommendations to improve the offer and the quality assurance mechanism of MOOC providers. - IO2: "Guide: Implementing a MOOC learner tracking system and integrating it into the provider's quality assurance system". The tracking system has been complemented with a guide for its implementation and integration within the organization's quality management system, which includes methodologies and mechanisms for preparing, managing and administering the survey, analysis, presentation and use of the results. In addition, it includes 4 Case Studies corresponding to the 4 MOOC and e-learning providers that have carried out the pilot run, where the experience of using the tracking system and the lessons learned are collected, to serve as an example for providers that decide to implement the tool. Guide available in 5 languages (Greek, German, Italian, English and Spanish). Other outputs: - Transnational learning, teaching and training activity: "Establish a monitoring system for MOOC providers". To acquire the necessary competences to design, implement and use the tracking system and integrate it into the quality assurance system of their organisations/institutions. - 3 multiplier events: Transnational conference in Alcoy (Alicante), in Nicosia and in Athens. - Numerous dissemination and exploitation activities. - Networking of stakeholders in the project and developed tool. ASTRE project has lasted 27 months and has been carried out by 6 partners from five EU countries: Spain, Germany, Greece, Cyprus and Italy. The partners were the European Association of Erasmus Coordinators Cyprus, a company focused on the promotion of lifelong learning and specifically e-learning in Greece (IDEC) and four universities: UPV (Spain), UAegean (Greece), Pegaso (Italy) and ILI FAU (Germany).
The overall objective of the project has been to increase the relevance, quality and audience of MOOCs by supporting the quality assurance and strategic planning of MOOC providers through: -Developing a tracking tool and a methodology for its implementation. -Pilot testing the developed tracking system to check its validity and suitability. -Supporting MOOC providers in setting up the tracking mechanism and integrating it into their quality assurance system. All this, with the aim of improving adults' skills, personal and professional development.
The education system, in order to adapt to the new circumstances, has evolved towards online learning and this is reflected in a considerable growth of MOOCs and online courses offered. However, no studies have been carried out on the tracking of learners from the point of view of the impact of the training received through MOOCs on their professional and personal development. In addition, policy documents have been published emphasising the need for information on the trainees' trajectory after completion of their training. The ASTRE project, with the monitoring tool developed, aims to fill this lack of qualitative and quantitative data and to find out what impact the training has had on adult learners with different motivations and different degrees of engagement in terms of: -the access, maintenance or improvement of the learners' employment. -the improvement of graduates' qualifications and, consequently, the improvement of companies' competitiveness. -the adaptation of training actions to the needs of the job market and the efficiency of the economic resources and means employed.
The education system, in order to adapt to the new circumstances, has evolved towards online learning and this has been reflected in a considerable growth of MOOCs and in the number of online courses offered. However, no studies have been carried out on the tracking of learners from the point of view of the impact of the training received through MOOCs on their professional and personal development. In addition, policy documents have been published emphasising the need for information on the trainees' trajectory after completion of their training. ASTRE project, with the tracking tool developed, fills this lack of qualitative and quantitative data and to find out what impact the training has had on adult learners with different motivations and different degrees of engagement in terms of: -the access, maintenance or improvement of the learners' employment. -the improvement of graduates' qualifications and, consequently, the improvement of companies' competitiveness. -the adaptation of training actions to the needs of the job market and the efficiency of the economic resources and means employed. The overall objective of the project has been to increase the relevance, quality and audience of MOOCs by supporting the quality assurance and strategic planning of MOOC providers through: Specific results: - IO1: The first intellectual result of the project has been the development of a tracking system for students participating in MOOCs, where the core of the tracking system has been the Survey addressed to learners who have completed a specific course. The Survey focused on the impact that MOOC attendance and certification had on the learner's personal and professional competencies, further education, career path, professional status, income, etc. This tracking tool was tested by a launch through 4 of the partners who are MOOC and online training providers, reaching over 95000 learners. The information collected during this pilot run was used to conduct the additional activity of this IO1 - "The voice of the e-learner", delivering general Recommendations to improve the offer and the quality assurance mechanism of MOOC providers. - IO2: "Guide: Implementing a MOOC learner tracking system and integrating it into the provider's quality assurance system". The tracking system has been complemented with a guide for its implementation and integration within the organization's quality management system, which includes methodologies and mechanisms for preparing, managing and administering the survey, analysis, presentation and use of the results. In addition, it includes 4 Case Studies corresponding to the 4 MOOC and e-learning providers that have carried out the pilot run, where the experience of using the tracking system and the lessons learned are collected, to serve as an example for providers that decide to implement the tool. Guide available in 5 languages (Greek, German, Italian, English and Spanish). Other outputs: - Transnational learning, teaching and training activity: "Establish a monitoring system for MOOC providers". To acquire the necessary competences to design, implement and use the tracking system and integrate it into the quality assurance system of their organisations/institutions. - 3 multiplier events: Transnational conference in Alcoy (Alicante), in Nicosia and in Athens. - Numerous dissemination and exploitation activities. - Networking of stakeholders in the project and developed tool. ASTRE project has lasted 27 months and has been carried out by 6 partners from five EU countries: Spain, Germany, Greece, Cyprus and Italy. The partners were the European Association of Erasmus Coordinators Cyprus, a company focused on the promotion of lifelong learning and specifically e-learning in Greece (IDEC) and four universities: UPV (Spain), UAegean (Greece), Pegaso (Italy) and ILI FAU (Germany).