A relative post on "The Socrato Learning Analytics blog" to enrich this question (http://blog.socrato.com/learning-analytics-and-moocs/):

According to a recent piece in the , Stanford”s Lytics Lab is gleaning learning analytics data from MOOCs to understand how people learn. This fascinating line of research offers insight into what turns students off or engages them, how men might learn differently from women, how online forums can support better learning performance, and to what extent mentoring or tutoring other MOOC-takers can help the helper...(read: http://blog.socrato.com/learning-analytics-and-moocs/)

Dear Raidell, the attached post from E-campus News may guide one's thoughts about designing MOOCs based on learning analytics. Some changes that are considered, based on the data of large numbers of MOOC participants include providing an initial overview lecture so that students better understand what they are committing themselves to and enrollment procedures where students can point out from the start whether they plan to complete the course.  A suggestion for increasing retention rates includes dividing lectures into smaller chunks. 

http://www.ecampusnews.com/top-news/mooc-metrics-tracking-492/2/

Dear Raidell Avello Martínez,

This is my paper about  "An Evaluation of Learning Analytics in a Blended MOOC Environment"

Abstract: Massive Open Online Courses (MOOCs) present an emerging branch of online learning that is gaining interest in the Technology-Enhanced Learning (TEL) community. Due to the massive nature of MOOCs, the amount of learning activities might become very large or too complex to be tracked by the course participants. Learning analytics can provide great support to learners in their MOOC experience. In this paper, we focus on the application of learning analytics from a learner perspective to support self-organized and network learning in MOOCs through personalization of the learning environment, monitoring of the learning process, awareness, self-reflection, and recommendation. We present the details of a study we conducted to evaluate the usability and effectiveness of the learning analytics module in the blended MOOC platform L2P-bMOOC.

Yousef, A. M. F., Chatti, M. A., Ahmad, I., Schroeder, U., & Wosnitza, M. (2015). An Evaluation of Learning Analytics in a Blended MOOC Environment. Proceedings of the Third European MOOCs Stakeholders Summit EMOOCs 2015. pp. 122-130

http://www.emoocs2015.eu/sites/default/files/Papers.pdf

Hello Raidell, I agree with you; the MOOCs can improve their performance in different ways with the learning analytic. However, before of this, is very interesting take some questions about of mooc's meaning. All this depend of the country or university interest.

For example, in South América, the MOOC have been become a posibility for find new ways to learning, in different educational levels or in another cases, outside to the educational system. To the future, the challenge will be make bridge between formal knowledge and the diversity of informal and empiric knowledge from the people. The outcomes, will be a disruptive ways of learning and knowledge's innovation

In this case, the principal trouble isn't the dropping out of the total content of the courses. I think that the problem with the MOOC is the need to take distance from curriculum concept, and quite the opposite, move forward to study of microlearning's concept.

I agree with you, Julio !!! In the last two numbers of IRRODL journal we can find some answers and analysis thereof.

http://www.irrodl.org/index.php/irrodl

Thanks!

http://www.irrodl.org/index.php/irrodl

http://journals.uoc.edu/index.php/rusc/issue/view/v12n1

Thanks Raidell, I will read those articles.

Hello,

Maybe this paper will help you :

https://www.researchgate.net/publication/329268177_Questionner_les_traces_d'activites_en_ligne_pour_mieux_comprendre_l'experience_d'apprentissage_des_etudiants

K.B.