Understanding learner engagement and the effect of course structure in massive open online courses
Name
1237564994-MIT.pdf
Size
2.29 MB
Format
Adobe PDF
Checksum (MD5)
a6f6cf2374e0943fa26a59a319a96e81
Author(s)
Vonder Haar, Christine M.
Advisor(s)
Ana Bell.
Date Issued
2020
Publisher
Massachusetts Institute of Technology
Abstract
In this thesis, we analyze learner performance in two edX programming courses. We look at many dierent types of learners, such as learners who have taken both intro and advanced courses, learners who opt to pay for certification, learners who take the experimental self-paced course, learners who eventually become community teaching assistants, and learners who take the course after the implementation of gating. In particular, we focus on repeat learners, or learners who have taken the course multiple times. When courses undergo a change from semester to semester, for example changing the pacing of the course or making certain content only available to paid users, it can be very useful to look at learners who were in the course before and after this change. Our goal is to gain a baseline understanding of how dierent factors affect learner behavior and how a few changes that edX has made to courses affect learner performance. With the best understanding of how learners interact with and complete courses, edX instructors will be able to provide the best possible online education experience for their learners.
Description
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020
Cataloged from student-submitted PDF of thesis.
Includes bibliographical references (page 44).
Subjects
Electrical Engineering and Computer Science.
MIT Department
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
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MIT theses may be protected by copyright. Please reuse MIT thesis content according to the MIT Libraries Permissions Policy, which is available through the URL provided.
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