Post on 04-Jun-2018
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(MOOCS): BRINGINGPERSPECTIVETHROUGHEXPERIENCE &
RESEARCH
Strengthening Student Success 2013
Ted Blake, Lorrie Ross, and Pat James,Mt. San Jacinto College
Eva Schiorring, RP GroupJohn Whitmer, California State University,
Office of the Chancellor
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WELCOME TO CRAFTING ANEFFECTIVE WRITER
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The CEW Team
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How did this happen to us?
Theres always a story..
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OMG!
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Heres the Class..
http://coursera.org/course/basicwriting
http://coursera.org/course/basicwritinghttp://coursera.org/course/basicwriting8/13/2019 ONLINE COURSES (MOOCs): Bringing Perspective through Experience & Research
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Review some videos on yourown.
End of week 1 popvideo:http://youtu.be/9a6h-mgGbCI
Week 2 lecture Video:http://youtu.be/cVtyZsEG7sw
Our farewell video:http://youtu.be/PYZVZEtWUjo
Approved by Quality Matters (score:
http://youtu.be/9a6h-mgGbCIhttp://youtu.be/cVtyZsEG7swhttp://youtu.be/PYZVZEtWUjohttp://youtu.be/PYZVZEtWUjohttp://youtu.be/cVtyZsEG7swhttp://youtu.be/9a6h-mgGbCIhttp://youtu.be/9a6h-mgGbCIhttp://youtu.be/9a6h-mgGbCI8/13/2019 ONLINE COURSES (MOOCs): Bringing Perspective through Experience & Research
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Dont try this at home!Translation: Dont try this alone!
Great partners! Coursera and Gates
Development time: 8 QUICK months!
Cost: $74,000! $50k from Gates, $15k in-kind
Additional help: 7 peer writing tutors
Total: 14 people in the discussions!
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Link to the Course
To enroll in the course, please visit
http://coursera.org/course/basicwriting
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Learning Analytics & OnlineCourse Achievement
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Economist. (2010, 11/4/2010). Augmented business: Smart systems will disrupt lots of industries, and perhaps the entireeconomy. The Economist.
200MB of data emissions annually!
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Source: jisc_infonet @ Flickr.com
Source: jisc_infonet @ Flickr.com
Logged into course within 24hours
Interacts frequently in
discussion boards
Failed first exam
Hasnt taken college-level math
No declared major
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Learner Analytics
... measurement, collection, analysis andreporting of data about learners and their
contexts, for purposes of understanding andoptimizing learning and the environments
in which it occurs. (Siemens, 2011)
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Correlation LMS Use w/Final Grade
Scatterplot ofAssessment Activity Hits vs.Course Grade
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Characteristic Variables w/FinalGrade
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Meaningful MOOC Research
Did it work for the students?
Did we achieve our intended
outcomes?
How do we make it better?
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Crafting an Effective Writer
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Some Quick Demographics
166 Countries Represented
60% ESL Students
34% had never taken an online class, 49% had
taken 1-3 online classes
2% were 15 or younger
5% were 61 or older-The rest were pretty
evenly divided.
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Engagement and Outcomes
-
10,000
20,000
30,000
40,000
50,000
# enrolled # logged in atleast once
# attemptingfirst quiz
# attemptingunit 3 quiz
# accessingweek 3 content
# attemptingunit 5 quiz
# accessingfinal week ofcontent (if no
final)
# earningcertificate
Source: Coursera MOOC Platform
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Student Motivation
1% 4% 2% 3%
30%
60%
Motivation for Taking Course
HS Studentwanting jumpstarton colegePrep CCassessment test
Improve CCassessment test
scoreSupport for othercourse
Source: Entry Survey: n=11301
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Goal Attainment
Met goal, 98%
Did not meet
goal, 2%
Source: Exit Survey n=1,678
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MOOC Data
MOOC PLATFORMwhen student logged in
how long stayed on
engagement in forum discussionsquizzes, midterm completion, outcomes
SURVEY INFO
Most MOOCs have standard intro surveyIf possible, add your own survey
questions/conduct your own survey
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SJSU+ Research Findings
&
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Pass Rates &Historical Grade Distribution
V i bl P di i S
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Variables Predicting Successand not
Not Significant
Age
URM
Pell
HS Student
FirstGen College
Student
1stWkLogged30Mins
MOOC sessions
and more .
Significant
Female
Time online
Online problem setscompleted
Weeks active >30
mins First week spoken
with tutor
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0
20
40
60
80
100
< Median ? Median
Pass
Fail
PassedFailed
Percent Passing by ProblemsSubmitted
Problems Problems
10%
44%
56%90%
Percent
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Expected Net Probability of Passing
by Problems Done
All, Matriculated, Math 6, Math 8 Students
holding Video Time & Sessions Logged In
constant at their means
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Problems Done
p(Passing) All Students w Video Time
Matriculated w Video Time
Math 6
Math 8 w Sessions
Expected Probability of Passing*All Students & Matriculated Students
Models of two groups: same results
p(Passing)
* HoldingVideo Timeconstant
Problems Submitted
Measuring MOOC Outcomes
0.50
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From Students We Learned
Dont assume students know how to besuccessful in online environment
Dont assume students will know how touse support services
Provide structure
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From Instructors We Learned
It takes a long time to develop thecontent
Two instructors better than one
Great potential to contextualize, injectreal life context, make courses moreinquiry based
MOOCs can be used in different ways
N t St CEW R h t k
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Next Step: CEW Research, take2
Thanks to the leadership & support of:
Patterns of Persistence: WhatEngages Students in a RemedialEnglish Writing MOOC?
John Whitmer, PI Eva Schorring, Co-PI Pat Hanz, Co-PI