The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.

This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.

Pseudomonas syringae pv. tomato DC3000 is a pathogen of tomato and Arabidopsis that translocates virulence effector proteins into host cells via a type III secretion system (T3SS). Many effector-encoding hypersensitive response and pathogenicity (Hrp) outer protein (hop) genes have been identified previously in DC3000 using bioinformatic methods based on Hrp promoter sequences and characteristic N-terminal amino acid patterns that are associated with T3SS substrates. To approach completion of the Hop/effector inventory in DC3000, 44 additional candidates were tested by the Bordetella pertussis calmodulin-dependent adenylate cyclase (Cya) translocation reporter assay; 10 of the high-probability candidates were confirmed as T3SS substrates. Several previously predicted hop genes were tested for their ability to be expressed in an HrpL-dependent manner in culture or to be expressed in planta. The data indicate that DC3000 harbors 53 hop/avr genes and pseudogenes (encoding both injected effectors and T3SS substrates that probably are released to the apoplast); 33 of these genes are likely functional in DC3000, 12 are nonfunctional members of valid Hop families, and 8 are less certain regarding their production at functional levels. Growth of DC3000 in tomato and Arabidopsis Col-0 was not impaired by constitutive expression of repaired versions of two hops that were disrupted naturally by transposable elements or of hop genes that are naturally cryptic. In summary, DC3000 carries a complex mixture of active and inactive hop genes, and the hop genes in P. syringae can be identified efficiently by bioinformatic methods; however, a precise inventory of the subset of Hops that are important in pathogenesis awaits more knowledge based on mutant phenotypes and functions within plants.

The rapid rise in popularity of online social networking has been followed by a slew of services aimed at an academic audience. This project sought to explore network structure in these sites, and to explore trends in network structure by surveying participants about their use of sites and motivations for making connections. Social network analysis revealed that discipline was influential in defining community structure, while academic seniority was linked to the position of nodes within the network. The survey revealed a contradiction between academics use of the sites and their position within the networks the sites foster. Junior academics were found to be more active users of the sites, agreeing to a greater extent with the perceived benefits, yet having fewer connections and occupying a more peripheral position in the network.

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped. This work reveals eight distinct sub-topics within the broad open education area, with relatively little overlap. The implications for this are discussed and methods of improving inter-topic research are proposed.