Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success

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Leinonen , J , Ihantola , P , Leinonen , A , Nygren , H , Kurhila , J , Luukkainen , M & Hellas , A 2019 , Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success . in ICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research . ACM , New York , pp. 279-287 , The fifteenth annual ACM International Computing Education Research (ICER) , Toronto , Canada , 11/08/2019 . https://doi.org/10.1145/3291279.3339417

Title: Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success
Author: Leinonen, Juho; Ihantola, Petri; Leinonen, Antti; Nygren, Henrik; Kurhila, Jaakko; Luukkainen, Matti; Hellas, Arto
Other contributor: University of Helsinki, Department of Computer Science
University of Helsinki, Department of Education
University of Helsinki, Department of Computer Science
University of Helsinki, Department of Computer Science
University of Helsinki, Teaching and Learning Services
University of Helsinki, RAGE - Agile Education Research group / Matti Luukkainen
University of Helsinki, Department of Computer Science





Publisher: ACM
Date: 2019-07-30
Language: eng
Number of pages: 9
Belongs to series: ICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research
ISBN: 978-1-4503-6185-9
DOI: https://doi.org/10.1145/3291279.3339417
URI: http://hdl.handle.net/10138/305757
Abstract: Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.
Subject: 516 Educational sciences
113 Computer and information sciences
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