Assessing Students' Learning Experience and Achievements in a Medium-Sized Massively Open Online Course

2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI:10.1109/ICALT.2015.69

Weichao Chen, Jiyou Jia, Jingmin Miao, Xiaomeng Wu, Aihua Wang, Baijie Yang

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引用次数: 5

Abstract

A medium-sized Massively Open Online Course (MOOC) was hosted by Peking University in 2013. Altogether 192 Chinese students came to Peking University and learned face-to-face, another 311 Chinese students participated online. This study targeted one research question: Were there any significant differences between the learning experiences and outcomes of onsite and online students? Although onsite students had lower attrition and higher completion rates than their online peers, no significant difference was detected between the average assignment scores of the onsite and online participants who had completed all the assignments. Learners also responded to a survey asking for their learning experiences. There were no significant differences between the online and onsite students' ratings of technology quality and usability of course management system, instructional content, and the design of learning assessment. Findings from this first empirical study on a Chinese MOOC will inform researchers and practitioners interested in introducing MOOCs to Chinese students.

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评估学生在中型大规模开放网络课程中的学习经验和成果

2013年，北京大学举办了一场中型大规模开放网络课程(MOOC)。共有192名中国学生来到北京大学进行面对面学习，另有311名中国学生参加了在线学习。这项研究的目标是一个研究问题:在现场和在线学生的学习经历和结果之间是否存在显著差异?尽管现场学生的流失率较低，完成率也高于在线学生，但完成所有作业的现场学生和在线学生的平均作业分数并没有显著差异。学习者还回答了一项关于他们学习经历的调查。在线学生与现场学生对课程管理系统的技术质量和可用性、教学内容、学习评估设计的评分无显著差异。这是对中国MOOC的第一次实证研究，研究结果将为有兴趣向中国学生介绍MOOC的研究人员和实践者提供信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2015 IEEE 15th International Conference on Advanced Learning Technologies

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