Visualizing patterns of student engagement and performance in MOOCs

Coffrin, Carleton; Corrin, Linda; Barba, Paula de; Kennedy, Gregor

doi:10.1145/2567574.2567586

Cited by 180 publications

(97 citation statements)

References 8 publications

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“…These activities can be generally classified into two categories: receiving information (e.g., video lectures, and interacting with peers and instructors (e.g., discussion forums). Coffrin, Corrin, de Barba, and Kennedy (2014) found that many more students viewed the videos than worked on the assignments. Although MOOCs rely mainly on discussion forums for interaction among students (Coetzee, Fox, Hearst, & Hartmann, 2014), only about 5%-12% of participants write posts in the forums (Bárcena, Read, Martín-Monje, & Castrillo, 2014;Cisel, 2014;Kizilcec, Papadopoulos, & Sritanyaratana, 2014).…”

Section: Research In Moocsmentioning

confidence: 99%

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Chiu

Hew

2018

AJET

142

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Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner's study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily predicted by viewing, and to a lesser extent by commenting. The three plausible explanations for the findings are the learner's study purpose, weaker instructor-learner ties, and voluntary forum participation. We suggest ways to encourage viewing messages in forums and present limitations and further directions.

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Section: Research In Moocsmentioning

confidence: 99%

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Chiu

Hew

2018

AJET

142

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“…Forum post is a standard metric used by other researchers to measure student engagement (Anderson, Huttenlocher, Kleinberg, & Leskovec, 2014;Coffrin, de Barba, Corrin, L., Kennedy, 2014;Denny, 2013). A Mann-Whitney statistic test was performed to determine if there was any statistical difference in the number of discussion posts between the experimental and control groups.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Tan¹,

Hew

2016

AJET

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<p>In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same instructor. The experimental group attended a course that incorporated the notion of meaningful gamification – that is, utilising the game mechanics of points, badges, and a leader board, as well as activities based on self-determination theory. The control group attended the same course and activities taught by the same instructor but without the game mechanics. Data sources included students’ pre-and post-tests scores, group artefact scores, discussion forum posts, students’ questionnaire survey, students’ interviews, and the teacher’s self-reflections. Results suggest that students in the experimental group posted more messages in the discussion forums than the control group. Furthermore, the quality of group artefacts produced by the participants in the experimental group was overall higher than those in the control group. All students in the experimental group strongly agreed or agreed that they found the course motivating. However, only about half the participants in the control group found the course motivating.</p>

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“…Coffrin [23] proposes the analysis of student's activities in MOOCs using visualization techniques. In this case, the visualizations are used at macro level to understand patterns of student engagement.…”

Section: B Visualizing Engagement In E-learning Enviromentsmentioning

confidence: 99%

Visualizing student engagement in e-learning environment

Pesare

Roselli

Rossano

2016

International Conferences on Distributed Multimedia Systems

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Abstract-The learning assessment in e-learning contexts is one of the latest challenges for educational technology researchers. One of the main issues to be addressed is the definition of dimensions that should be used to measure the learning effectiveness. In this perspective, the research work aims at defining the engagement indicators useful to assess the active participation of students in social learning environments. Moreover, the paper presents the design and implementation of Learning Dashboards aimed at visualizing the student engagement in online communities where the engagement and involvement of students are the key factors for successful learning.

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Visualizing patterns of student engagement and performance in MOOCs

Cited by 180 publications

References 8 publications

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Visualizing student engagement in e-learning environment

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