论个性对大规模开放式在线学习的影响

Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization Pub Date : 2016-07-13 DOI:10.1145/2930238.2930240

Guanliang Chen, Dan Davis, C. Hauff, G. Houben

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引用次数: 35

摘要

大规模在线开放课程(MOOCs)自2011年问世以来，发展势头迅猛。然而，有两个问题威胁着它们的未来:学习者参与和学习者保留。mooc经常吸引数以万计的学习者，尽管只有很小一部分人能成功完成课程。在传统的课堂环境中，人格影响学习的各个方面已经得到了证实。这一发现在多大程度上适用于MOOC是一个悬而未决的问题:在MOOC环境下，学习者的个性会影响他们的学习和学习行为吗?在本文中，我们探讨了这个问题，并分析了数百名学习者的性格特征和学习痕迹，这些学习者在edX平台上参加了EX101x数据分析MOOC。通过学习者在edX上留下的数据痕迹，我们发现学习者的个性特征与学习只有微弱的相关性。

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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On the Impact of Personality in Massive Open Online Learning

Massive Open Online Courses (MOOCs) have gained considerable momentum since their inception in 2011. They are, however, plagued by two issues that threaten their future: learner engagement and learner retention. MOOCs regularly attract tens of thousands of learners, though only a very small percentage complete them successfully. In the traditional classroom setting, it has been established that personality impacts different aspects of learning. It is an open question to what extent this finding translates to MOOCs: do learners' personalities impact their learning & learning behaviour in the MOOC setting? In this paper, we explore this question and analyse the personality profiles and learning traces of hundreds of learners that have taken a EX101x Data Analysis MOOC on the edX platform. We find learners' personality traits to only weakly correlate with learning as captured through the data traces learners leave on edX.

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Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization

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