Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis
Author(s):
Pérez Sanagustín, Mar; Pérez Álvarez, Ronald; Maldonado Mahauad, Jorge; Villalobos, Esteban; Hilliger, Isabel; Hernández, Josefina; Sapunar, Diego; Moreno-Marcos, Pedro Manuel; Muñoz Merino, Pedro José; Delgado Kloos, Carlos; Imaz, Jon
Publisher:
Perez-Sanagustin, M., Pérez-Álvarez, R., Maldonado-Mahauad, J., Villalobos, E., Hilliger, I., Hernández, J., Sapunar, D., Moreno-Marcos, P. M., Muñoz-Merino, P. J., Delgado Kloos, C. & Imaz, J. (2021). Can Feedback based on Predictive Data Improve Learners’ Passing Rates in MOOCs? A Preliminary Analysis. Proceedings of the Eighth ACM Conference on Learning @ Scale.
Issued date:
2021-06-22
Citation:
Delgado Kloos, Carlos; Muñoz Merino, Pedro Jose; Perez Sanagustin, Maria Del Mar; Moreno Marcos, Pedro Manuel; Perez Alvarez, Ronald; Maldonado Mahauad, Jorge; Villalobos, Esteban; Hilliger, Isabel; Hernandez, Josefina; Sapunar, Diego; Imaz, Jon (2021). Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis. . : Pp. 339-342
ISBN:
978-1-4503-8215-1
xmlui.dri2xhtml.METS-1.0.item-contributor-funder:
European Commission
Sponsor:
Work funded by LALA (grant no. 586120-EPP-1-2017-1ES-EPPKA2-CBHE-JP), PROF-XXI (grant no. 609767EPP-1-2019-1-ES-EPPKA2-CBHE-JP) and ANR JCJC LASER (ANR-20-CE38-0004). This project has been funded with support from the European Commission. This publication reflects only the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Keywords:
Feedback
,
Mooc
,
Prediction
,
Self-regulated learning
Rights:
© 2021 Owner/Author.
Abstract:
This work in progress paper investigates if timely feedback increases learners passing rate in a MOOC. An experiment conducted with 2,421 learners in the Coursera platform tests if weekly messages sent to groups of learners with the same probability of droppin
This work in progress paper investigates if timely feedback increases learners passing rate in a MOOC. An experiment conducted with 2,421 learners in the Coursera platform tests if weekly messages sent to groups of learners with the same probability of dropping out the course can improve retention. These messages can contain information about: (1) the average time spent in the course, or (2) the average time per learning session, or (3) the exercises performed, or (4) the video-lectures completed. Preliminary results show that the completion rate increased 12% with the intervention compared with data from 1,445 learners that participated in the same course in a previous session without the intervention. We discuss the limitations of these preliminary results and the future research derived from them.
[+]
[-]
Show full item record
Impact:
