Multi-faceted support for MOOC in programming

Vihavainen, Arto; Luukkainen, Matti; Kurhila, Jaakko

doi:10.1145/2380552.2380603

Cited by 93 publications

(62 citation statements)

References 11 publications

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“…Vihavainen et al report on a MOOC ("Helsinki MOOC") on introductory computer science with an emphasis on programming [19]. Compared to the Helsinki MOOC, our course had a number of registered students two orders of magnitude larger.…”

Section: Related Workmentioning

confidence: 95%

Functional programming for all! scaling a MOOC for students and professionals alike

Miller

Haller²,

Rytz

et al. 2014

Companion Proceedings of the 36th International Conference on Software Engineering

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Massive open online courses (MOOCs) have launched a scale shift in higher education, with several individual MOOCs now boasting tens or hundreds of thousands of participants worldwide. Our MOOC on the principles of functional programming has more than 100,000 registered students to date, and boasts one of the highest rates of completion (19.2%) for its size. In this paper, we describe our experience organizing this popular MOOC, and demonstrate how providing innovative supporting tools (IDE plugins, testing frameworks, interactive build tools, automated cloud-based graders, style checkers) and considering key human-computer interaction factors potentially contributed to this markedly high completion rate. We collect an unprecedented volume of course statistics and survey results and have made them available, along with scripts for generating interactive web-based visualizations, as an open-source project.

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Section: Related Workmentioning

confidence: 95%

Functional programming for all! scaling a MOOC for students and professionals alike

Miller

Haller²,

Rytz

et al. 2014

Companion Proceedings of the 36th International Conference on Software Engineering

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“…Vihavainen et al used data collected from MOOC participants to successfully introduce techniques for improving participant approval and engagement in a MOOC on programming [14]. Huang et al used data collected from MOOCs to understand behavior of students with increased inclination to post in the MOOC forums [15].…”

Section: Related Workmentioning

confidence: 99%

Evaluating Automatic Spreadsheet Metadata Extraction on a Large Set of Responses from MOOC Participants

Roy

Hermans

Aivaloglou

et al. 2016

2016 IEEE 23rd International Conference on Software Analysis, Evolution, and Reengineering (SANER)

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Abstract-Spreadsheets are popular end-user computing applications and one reason behind their popularity is that they offer a large degree of freedom to their users regarding the way they can structure their data. However, this flexibility also makes spreadsheets difficult to understand. Textual documentation can address this issue, yet for supporting automatic generation of textual documentation, an important pre-requisite is to extract metadata inside spreadsheets. It is a challenge though, to distinguish between data and metadata due to the lack of universally accepted structural patterns in spreadsheets. Two existing approaches for automatic extraction of spreadsheet metadata were not evaluated on large datasets consisting of user inputs. Hence in this paper, we describe the collection of a large number of user responses regarding identification of spreadsheet metadata from participants of a MOOC. We describe the use of this large dataset to understand how users identify metadata in spreadsheets, and to evaluate two existing approaches of automatic metadata extraction from spreadsheets. The results provide us with directions to follow in order to improve metadata extraction approaches, obtained from insights about user perception of metadata. We also understand what type of spreadsheet patterns the existing approaches perform well and on what type poorly, and thus which problem areas to focus on in order to improve.

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“…Vihavainen et al [45] report on a programming MOOC in which a high level of support was provided by on-campus degree students. In a framework the authors call "Extreme Apprentice", the students providing tutor support were given credits towards their own degree for the work on the MOOC.…”

Section: Literature Reviewmentioning

confidence: 99%

A study of user participation across different delivery modes of a massive open online course

Sinclair

Boyatt

Foss

et al. 2016

IJLT

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Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds of thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been claimed for these courses to transform education, in practice the majority are deeply conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approaches that scale, many courses rely heavily on very traditional methods such as mini-lectures and quizzes. In particular, learner support is proving to be insufficient for many participants. This paper reports results and experience from developing and presenting a MOOC which provides both "traditional" and supported modes. Users can opt to study the course in the way familiar within most MOOCs (with peer support and limited tutor input) or to receive a high level of experienced tutor support. Having both modes run in parallel allows direct comparison between the experiences and achievements of the two groups. We present the motivation and objectives for the course, discuss results obtained and reflect on lessons learned in the process.

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Multi-faceted support for MOOC in programming

Cited by 93 publications

References 11 publications

Functional programming for all! scaling a MOOC for students and professionals alike

Functional programming for all! scaling a MOOC for students and professionals alike

Evaluating Automatic Spreadsheet Metadata Extraction on a Large Set of Responses from MOOC Participants

A study of user participation across different delivery modes of a massive open online course

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