学生如何浏览mooc的人口统计学差异

Philip J. Guo, Katharina Reinecke
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引用次数: 319

摘要

当前这一代大规模开放在线课程(MOOCs)吸引了来自世界各地196个国家的不同年龄段的学生。研究人员、教育工作者和公众最近开始对mooc的学习体验与传统课程的不同感兴趣。学习体验的一个主要组成部分是学生如何浏览课程内容。本文提出了一项关于学生如何浏览mooc的实证研究,据我们所知,这是第一个调查浏览策略如何因年龄和原籍国等人口统计学因素而不同的研究。我们对四门edX mooc课程的140546名学生的活动进行了数据分析,发现获得证书的学生平均跳过22%的课程内容,他们经常通过向后跳转到早期的课程序列来使用非线性导航,年龄较大的学生和来自师生比例较低国家的学生在导航课程时更加全面和非线性。根据这些发现,我们提出了设计建议,如MOOC平台开发更详细的认证形式,以激励学生深入参与内容,而不仅仅是为了获得及格分数而完成最低限度的必要工作。最后,为了使其他研究人员能够复制和建立我们的发现,我们已经公开了我们的数据集和分析脚本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Demographic differences in how students navigate through MOOCs
The current generation of Massive Open Online Courses (MOOCs) attract a diverse student audience from all age groups and over 196 countries around the world. Researchers, educators, and the general public have recently become interested in how the learning experience in MOOCs differs from that in traditional courses. A major component of the learning experience is how students navigate through course content. This paper presents an empirical study of how students navigate through MOOCs, and is, to our knowledge, the first to investigate how navigation strategies differ by demographics such as age and country of origin. We performed data analysis on the activities of 140,546 students in four edX MOOCs and found that certificate earners skip on average 22% of the course content, that they frequently employ non-linear navigation by jumping backward to earlier lecture sequences, and that older students and those from countries with lower student-teacher ratios are more comprehensive and non-linear when navigating through the course. From these findings, we suggest design recommendations such as for MOOC platforms to develop more detailed forms of certification that incentivize students to deeply engage with the content rather than just doing the minimum necessary to earn a passing grade. Finally, to enable other researchers to reproduce and build upon our findings, we have made our data set and analysis scripts publicly available.
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