Engaging with massive online courses

  title={Engaging with massive online courses},
  author={Ashton Anderson and Daniel P. Huttenlocher and Jon M. Kleinberg and Jure Leskovec},
  journal={Proceedings of the 23rd international conference on World wide web},
The Web has enabled one of the most visible recent developments in education---the deployment of massive open online courses. [] Key Result We find that making badges more salient produced increases in forum engagement.

Analysis of Student Engagement and Course Completion in Massive Open Online Courses

The growth of the internet has given rise to a number of open online learning platforms, enabling access to learning materials by millions of individuals regardless of age or educational background

Analyzing Learners Behavior in MOOCs: An Examination of Performance and Motivation Using a Data-Driven Approach

A dataset, which originates from online courses provided by Harvard University and the Massachusetts Institute of Technology, delivered through the edX platform is considered, which indicates a significant gap between success and failure outcome learner groups.

Refocusing the lens on engagement in MOOCs

A multilevel definition of student engagement with MOOCs is proposed and the connections between engagement and students' behaviors across five unique courses are explored, finding that discussion activities were positively related to engagement, whereas other types of student behaviors were consistently related to less engagement with the course.

A Virtual Social Learner Community—Constitutive Element of MOOCs

The goal of this paper is to describe how MOOCs enforce e-learning activity in a virtual social community—whose importance for learning cannot be over-emphasized.

Investigating the Statistical Distribution of Learning Coverage in MOOCs

It is found that the learning coverage in many courses—one of the metrics used to estimate the learners’ active engagement with the online courses—observes a Zipf distribution.

Zipf's law in MOOC learning behavior

In many courses the learning coverage — one of the metrics used to estimate the learners' active engagement with the online courses — observes a Zipf distribution, and this phenomenon is found to help improve the effectiveness of MOOC learning platforms and the design of courses.

The utilization of data analysis techniques in predicting student performance in massive open online courses (MOOCs)

There is a fundamental need for predictive systems within learning communities by exploring the impact that technology has on open learning and identifying how data about student performance can be captured to predict trend so that at risk students can be identified before they drop-out.

Enhancing collaborative learning in higher education online courses through a mobile game app

MyMOOCSpace is presented, a game-based mobile application that offers an opportunity to scaffold the collaborative learning processes of MOOC platforms and was developed with CSCL and game dynamics in mind.

Why Are Some Online Educational Programs Successful? Student Cognition and Success

Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCs typically lack expert feedback and social interaction, and have low student engagement

Role of Perseverance and Persistence for Retaining and Stimulating MOOC Learners

This paper endeavors to unfurl the learning examples of MOOC members by distinguishing numerous parameters, for example, Engagement, Persistence, Completion, Attention, Relevance, Confidence and Satisfaction and group them as: Active learners, Passive learners and Bystander learners.



Deconstructing disengagement: analyzing learner subpopulations in massive open online courses

A simple, scalable, and informative classification method is presented that identifies a small number of longitudinal engagement trajectories in MOOCs and compares learners in each trajectory and course across demographics, forum participation, video access, and reports of overall experience.

Open Learning at a Distance: Lessons for Struggling MOOCs

Seeing MOOCs narrowly as a technology that expands access to in-classroom teaching can miss opportunities and help spur innovation in science education.

Studying Learning in the Worldwide Classroom Research into edX's First MOOC.

Abstract “Circuits and Electronics” (6.002x), which began in March 2012, was the first MOOC developed by edX, the consortium led by MIT and Harvard. Over 155,000 students initially registered for

Does the discussion help? The impact of a formally assessed online discussion on final student results

A case study based on an undergraduate engineering management unit employing a formally assessed online discussion area found that two variables were significantly related to a student's final unit mark—prior academic ability and the number of new postings made to the online discussion.

Instructional Complexity and the Science to Constrain It

Education involves many important issues, such as cultural questions of values, but this work focuses on instructional decision-making in the context of determined instructional goals and suggests ways to manage instructional complexity.

Factors that Influence Participation In Online Learning

Findings indicated that online learner participation and patterns of participation are influenced by the following factors: technology and interface characteristics, content area experience, student roles and instructional tasks, and information overload.

Improved Learning in a Large-Enrollment Physics Class

Increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction in an introductory undergraduate physics course is found.

Steering user behavior with badges

A formal model for reasoning about user behavior in the presence of badges is introduced and several robust design principles emerge from the framework that could potentially aid in the design of incentives for a broad range of sites.

Incentives, gamification, and game theory: an economic approach to badge design

A game-theoretic approach to badge design is taken, analyzing the incentives created by widely-used badge designs in a model where winning a badge is valued and effort is costly, and potential contributors to a site endogenously decide whether or not to participate, and how much total effort to put into their contributions to the site.

Characterizing and curating conversation threads: expansion, focus, volume, re-entry

This work develops and evaluates a range of approaches for two key sub-problems inherent in conversational curation: length prediction and the novel task of re-entry prediction, based on an analysis of the network structure and arrival pattern among the participants, as well as a novel dichotomy in the structure of long threads.