Engaging with massive online courses

@article{Anderson2014EngagingWM,
  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},
  year={2014}
}
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.
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457 Citations
Highly Influential Citations
45
Background Citations
252
Methods Citations
36
Results Citations
12

457 Citations

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.
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