Due dates in MOOCs: does stricter mean better?

Sergiy O. Nesterko, Daniel T. Seaton, J. Reich, Joseph McIntyre, Qiuyi Han, Isaac L. Chuang, Andrew D. Ho
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引用次数: 12

Abstract

Massive Open Online Courses (MOOCs) employ a variety of components to engage students in learning (eg. videos, forums, quizzes). Some components are graded, which means that they play a key role in a student's final grade and certificate attainment. It is not yet clear how the due date structure of graded components affects student outcomes including academic performance and alternative modes of learning of students. Using data from HarvardX and MITx, Harvard's and MIT's divisions for online learning, we study the structure of due dates on graded components for 10 completed MOOCs. We find that stricter due dates are associated with higher certificate attainment rates but fewer students who join late being able to earn a certificate. Our findings motivate further studies of how the use of graded components and deadlines affects academic and alternative learning of MOOC students, and can help inform the design of online courses.
mooc的截止日期:更严格意味着更好吗?
大规模在线开放课程(MOOCs)采用多种方式让学生参与到学习中来。视频、论坛、测验)。有些部分是分级的,这意味着它们在学生的最终成绩和证书获得中起着关键作用。目前尚不清楚评分成分的截止日期结构如何影响学生的学习成绩,包括学习成绩和学生的其他学习模式。我们使用HarvardX和MITx(哈佛大学和麻省理工学院的在线学习部门)的数据,研究了10门已完成的mooc课程的评分部分的截止日期结构。我们发现,更严格的截止日期与更高的证书获得率有关,但较晚加入的学生能够获得证书的人数较少。我们的发现激发了进一步的研究,即分级组件和截止日期的使用如何影响MOOC学生的学术和替代学习,并有助于为在线课程的设计提供信息。
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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