Deadlines and MOOCs : How Do Students Behave in MOOCs with and without Deadlines

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dc.contributor.author Ihantola, Petri
dc.contributor.author Fronza, Ilenia
dc.contributor.author Mikkonen, Tommi
dc.contributor.author Noponen, Miska
dc.contributor.author Hellas, Arto
dc.date.accessioned 2020-12-15T11:19:01Z
dc.date.available 2020-12-15T11:19:01Z
dc.date.issued 2020-12
dc.identifier.citation Ihantola , P , Fronza , I , Mikkonen , T , Noponen , M & Hellas , A 2020 , Deadlines and MOOCs : How Do Students Behave in MOOCs with and without Deadlines . in 2020 IEEE Frontiers in Education Conference (FIE) . Frontiers in Education Conference , IEEE , IEEE Frontiers in Education Conference , Uppsala , Sweden , 21/10/2020 . https://doi.org/10.1109/FIE44824.2020.9274023
dc.identifier.citation conference
dc.identifier.other PURE: 157424413
dc.identifier.other PURE UUID: 6aaa3d77-a474-4b63-8c2d-4237a75b2d26
dc.identifier.other ORCID: /0000-0003-1197-7266/work/85520014
dc.identifier.other ORCID: /0000-0002-8540-9918/work/85521419
dc.identifier.other WOS: 000646660800155
dc.identifier.uri http://hdl.handle.net/10138/322908
dc.description.abstract Full research paper-Online education can be delivered in many ways. For example, some MOOCs let students to proceed with their own pace, while others rely on strict schedules. Although the variety of how MOOCs can be organized is generally well understood, less is known about how the different ways of organizing MOOCs affect retention. In this work, we compare self-paced and fixed-schedule MOOCs in terms of retention and work-load. Using data from over 8.000 students participating in two versions of a massive open online course in programming, we observe that drop-out rates at the beginning of the courses are greater than towards the end of the courses, with self-paced MOOC being more extreme in this respect. Mostly because of different starts, the fixed-schedule course has a better overall retention rate (45%) than its self-paced counterpart (13%). We hypothesize that students initial investment of time and effort contributes to their persistence in their course, meaning that they do not want to let their initial investment go to waste. At the same time, in both self-paced and fixed-schedule MOOCs, there are students who receive almost full points from one week but fail to continue to the next week. This suggests that the issue of dropouts in MOOCs may also be related to participants struggling to take up new tasks or schedule their work over a longer time period. Our results support scheduling student activities in open online courses and opens up new research directions in engaging students in self-paced courses. en
dc.format.extent 9
dc.language.iso eng
dc.publisher IEEE
dc.relation.ispartof 2020 IEEE Frontiers in Education Conference (FIE)
dc.relation.ispartofseries Frontiers in Education Conference
dc.relation.isversionof 978-1-7281-8962-8
dc.relation.isversionof 978-1-7281-8961-1
dc.rights other
dc.rights.uri info:eu-repo/semantics/closedAccess
dc.subject 113 Computer and information sciences
dc.title Deadlines and MOOCs : How Do Students Behave in MOOCs with and without Deadlines en
dc.type Conference contribution
dc.contributor.organization Department of Education
dc.contributor.organization Department of Computer Science
dc.contributor.organization Empirical Software Engineering research group
dc.contributor.organization Mind and Matter
dc.contributor.organization Maker@STEAM
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1109/FIE44824.2020.9274023
dc.relation.issn 1539-4565
dc.rights.accesslevel closedAccess

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