Katherine Brady
ABSTRACT
We are exploring the effects of social incentives and motivation on learner performance in a massive open online course. In the preliminary study that we report here, we asked learners if they wanted to be considered for a community TAship in a subsequent offering of the course, if they finished in the top 20% of those who completed the current course instance. We prompted students near the beginning of the course and in the middle of the course. This prompt appears to have had a significant, albeit small effect on learner completion when given early in the course. The prompt had no significant effect when given later in the course. We also discuss our plans to follow-up this study.
- Clow, D. MOOCs and the funnel of participation. Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK'13 (2013), 185. Google Scholar
Digital Library
- Kizilcec, R. F., and Schneider, E. Motivation as a lens to understand online learners: Toward data-driven design with the OLEI scale. ACM Transactions on Computer-Human Interaction 22, 2 (2015), 1--24. Google ScholarDigital Library
- Krause, M., and Williams, J. J. A Playful Game Changer : Fostering Student Retention in Online Education with Social Gamification. In Learning at Scale (2015), 95--102. Google ScholarDigital Library
- Wilkowski, J., Deutsch, A., and Russell, D. Student skill and goal achievement in the mapping with google MOOC. ACM conference on Learning @ scale conference (2014), 3--10. Google ScholarDigital Library
- Yang, D., Sinha, T., Adamson, D., and Rose, C. "Turn on, Tune in, Drop out": Anticipating student dropouts in Massive Open Online Courses. Proceedings of the NIPS Workshop on Data Driven Education (2013), 1--8.Google Scholar
Index Terms
- Exploring the Effects of Lightweight Social Incentives on Learner Performance in MOOCs
Recommendations
Learners Self-directing Learning in FutureLearn MOOCs: A Learner-Centered Study
Transforming Learning with Meaningful TechnologiesFactors Influencing Learning and Factors Influencing Persistence: A Mixed-method Study of MOOC Learners' Motivation
ICISDM '17: Proceedings of the 2017 International Conference on Information System and Data MiningMassive open online courses have opened up access to courses from many highly-regarded universities to learners of diverse backgrounds, such as students, in-service staffs, and senior citizens. This study examined the specific factors that spurred ...
Using learning analytics to explore help-seeking learner profiles in MOOCs
LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge ConferenceIn online learning environments, learners are often required to be more autonomous in their approach to learning. In scaled online learning environments, like Massive Open Online Courses (MOOCs), there are differences in the ability of learners to ...
Comments