The recent development of massively open online courses (MOOCs) has led to a plethora of courses being offered to the general public, as students, but these have had extreme issues of retention and completion with MOOCs typically returning less than 10% of students completing the course. As part of the dCCDFLITE EU project, the authors developed a MOOC on entrepreneurship and innovation, highlighting distributed concurrent design (dCCD) and the Osterwalder Canvas as tools for student use. The course was designed to be student-centric, expecting that students would work through the learning materials independently and then form in groups, using CCD, to develop their business plans. However, the experience of this MOOC, presented statistically in this paper, was no different from the norm, which leads the authors to consider whether we require new pedagogical models for this type of online learning, and how we should measure success in such environments.
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