ONLINE COURSES (MOOCs): Bringing Perspective through Experience & Research

8/13/2019 ONLINE COURSES (MOOCs): Bringing Perspective through Experience & Research

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(MOOCS): BRINGINGPERSPECTIVETHROUGHEXPERIENCE &

RESEARCH

Strengthening Student Success 2013

Ted Blake, Lorrie Ross, and Pat James,Mt. San Jacinto College

Eva Schiorring, RP GroupJohn Whitmer, California State University,

Office of the Chancellor


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WELCOME TO CRAFTING ANEFFECTIVE WRITER


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The CEW Team


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How did this happen to us?

Theres always a story..


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OMG!


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Heres the Class..

http://coursera.org/course/basicwriting
http://coursera.org/course/basicwritinghttp://coursera.org/course/basicwriting


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Review some videos on yourown.

End of week 1 popvideo:http://youtu.be/9a6h-mgGbCI

Week 2 lecture Video:http://youtu.be/cVtyZsEG7sw

Our farewell video:http://youtu.be/PYZVZEtWUjo

Approved by Quality Matters (score:
http://youtu.be/9a6h-mgGbCIhttp://youtu.be/cVtyZsEG7swhttp://youtu.be/PYZVZEtWUjohttp://youtu.be/PYZVZEtWUjohttp://youtu.be/cVtyZsEG7swhttp://youtu.be/9a6h-mgGbCIhttp://youtu.be/9a6h-mgGbCIhttp://youtu.be/9a6h-mgGbCI


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Dont try this at home!Translation: Dont try this alone!

Great partners! Coursera and Gates

Development time: 8 QUICK months!

Cost: $74,000! $50k from Gates, $15k in-kind

Additional help: 7 peer writing tutors

Total: 14 people in the discussions!


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Link to the Course

To enroll in the course, please visit

http://coursera.org/course/basicwriting


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Learning Analytics & OnlineCourse Achievement


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Economist. (2010, 11/4/2010). Augmented business: Smart systems will disrupt lots of industries, and perhaps the entireeconomy. The Economist.

200MB of data emissions annually!


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Source: jisc_infonet @ Flickr.com

Source: jisc_infonet @ Flickr.com

Logged into course within 24hours

Interacts frequently in

discussion boards

Failed first exam

Hasnt taken college-level math

No declared major


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Learner Analytics

... measurement, collection, analysis andreporting of data about learners and their

contexts, for purposes of understanding andoptimizing learning and the environments

in which it occurs. (Siemens, 2011)


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Correlation LMS Use w/Final Grade

Scatterplot ofAssessment Activity Hits vs.Course Grade


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Characteristic Variables w/FinalGrade


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Meaningful MOOC Research

Did it work for the students?

Did we achieve our intended

outcomes?

How do we make it better?


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Crafting an Effective Writer


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Some Quick Demographics

166 Countries Represented

60% ESL Students

34% had never taken an online class, 49% had

taken 1-3 online classes

2% were 15 or younger

5% were 61 or older-The rest were pretty

evenly divided.


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Engagement and Outcomes

-

10,000

20,000

30,000

40,000

50,000

# enrolled # logged in atleast once

# attemptingfirst quiz

# attemptingunit 3 quiz

# accessingweek 3 content

# attemptingunit 5 quiz

# accessingfinal week ofcontent (if no

final)

# earningcertificate

Source: Coursera MOOC Platform


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Student Motivation

1% 4% 2% 3%

30%

60%

Motivation for Taking Course

HS Studentwanting jumpstarton colegePrep CCassessment test

Improve CCassessment test

scoreSupport for othercourse

Source: Entry Survey: n=11301


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Goal Attainment

Met goal, 98%

Did not meet

goal, 2%

Source: Exit Survey n=1,678


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MOOC Data

MOOC PLATFORMwhen student logged in

how long stayed on

engagement in forum discussionsquizzes, midterm completion, outcomes

SURVEY INFO

Most MOOCs have standard intro surveyIf possible, add your own survey

questions/conduct your own survey


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SJSU+ Research Findings

&


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Pass Rates &Historical Grade Distribution

V i bl P di i S


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Variables Predicting Successand not

Not Significant

Age

URM

Pell

HS Student

FirstGen College

Student

1stWkLogged30Mins

MOOC sessions

and more .

Significant

Female

Time online

Online problem setscompleted

Weeks active >30

mins First week spoken

with tutor


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0

20

40

60

80

100

< Median ? Median

Pass

Fail

PassedFailed

Percent Passing by ProblemsSubmitted

Problems Problems

10%

44%

56%90%

Percent


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Expected Net Probability of Passing

by Problems Done

All, Matriculated, Math 6, Math 8 Students

holding Video Time & Sessions Logged In

constant at their means

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Problems Done

p(Passing) All Students w Video Time

Matriculated w Video Time

Math 6

Math 8 w Sessions

Expected Probability of Passing*All Students & Matriculated Students

Models of two groups: same results

p(Passing)

* HoldingVideo Timeconstant

Problems Submitted

Measuring MOOC Outcomes

0.50


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From Students We Learned

Dont assume students know how to besuccessful in online environment

Dont assume students will know how touse support services

Provide structure


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From Instructors We Learned

It takes a long time to develop thecontent

Two instructors better than one

Great potential to contextualize, injectreal life context, make courses moreinquiry based

MOOCs can be used in different ways

N t St CEW R h t k


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Next Step: CEW Research, take2

Thanks to the leadership & support of:

Patterns of Persistence: WhatEngages Students in a RemedialEnglish Writing MOOC?

John Whitmer, PI Eva Schorring, Co-PI Pat Hanz, Co-PI

Documents

ONLINE COURSES (MOOCs): Bringing Perspective through Experience & Research