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| Content Provider | ACM Digital Library |
|---|---|
| Author | Anderson, Ashton Kleinberg, Jon Huttenlocher, Daniel Leskovec, Jure |
| Abstract | The Web has enabled one of the most visible recent developments in education---the deployment of massive open online courses. With their global reach and often staggering enrollments, MOOCs have the potential to become a major new mechanism for learning. Despite this early promise, however, MOOCs are still relatively unexplored and poorly understood. In a MOOC, each student's complete interaction with the course materials takes place on the Web, thus providing a record of learner activity of unprecedented scale and resolution. In this work, we use such trace data to develop a conceptual framework for understanding how users currently engage with MOOCs. We develop a taxonomy of individual behavior, examine the different behavioral patterns of high- and low-achieving students, and investigate how forum participation relates to other parts of the course. We also report on a large-scale deployment of badges as incentives for engagement in a MOOC, including randomized experiments in which the presentation of badges was varied across sub-populations. We find that making badges more salient produced increases in forum engagement. |
| Starting Page | 687 |
| Ending Page | 698 |
| Page Count | 12 |
| File Format | |
| ISBN | 9781450327442 |
| DOI | 10.1145/2566486.2568042 |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 2014-04-07 |
| Publisher Place | New York |
| Access Restriction | Subscribed |
| Subject Keyword | Badges Online engagement Moocs |
| Content Type | Text |
| Resource Type | Article |
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