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Increasing MOOC completion rates
through social interactions
A recommendation system
Hugues Labarthe, Rémi Bachelet, Franç...
MOOC completion rates are notoriously low
• What we know:
– MOOC students interacting with each other have better odds to
...
Questions & data
Research questions:
1. Impact of social interactions between students?
2. Best way to foster peer interac...
Context: MOOC GdP
4
GdP2 GdP3 GdP4 GdP5 GdP6
Date Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015
Duration 5 weeks
+...
5
“Funnel of participation” (Clow, 2013)
Attrition rate increasing, “September effect” (in-cursus students = less drop out...
6
“Participation funnel” (Clow, 2013)
Attrition rate increasing, “September effect” (in-cursus students = less drop out in...
7
> 50,000 posts & PM - Social networks not included
+8k contributors (13.5%), only 3.5% used both posts & PM
3 functions:...
Longitudinal study : attrition & interactions (3/3)
8
Longitudinal study : attrition & interactions (3/3)
9
The drop in exam pass rate for 5+post comes
mostly from the high for...
Longitudinal study : Findings
Interacting is a strong predictor of success
+35% exam pass on average
10
Increase social interactions: Recommendations
– « Introduce yourself » thread
• Trigger contributions (“must read” in week...
Study #2: students group to increase interactions –
methodology
• Session 5 : Canvas groups features (private forums, wiki...
Study #2: findings & recommendations
Not many interactions,
yet much to be
learned!
In groups of 4 & 10, no
more than 1 po...
Study #3: contact recommendation & chat modules
14
A contact recommendation widget in
every page of the platform below the...
GdP6: preliminary findings
15
Findings:
- Strong curiosity for students’ profiles
- Asynchronous chat interactions
- Impac...
Conclusion
• Interactions are correlated w/ success, and are key to
reducing attrition. Need to find:
• The right combinat...
Thanks for listening!
• Twitter : @R_Bachelet, Googleplus : +Rémi Bachelet
Read the paper online : https://hal.archives-
o...
Does peer grading work? How to
implement and improve it?
Comparing instructor and peer assessment in
MOOC GdP
Rémi Bachele...
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Increasing MOOC completion rates through social interactions

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Increasing MOOC completion rates through social interactions
Emoocs2016 Attrition and forum activity - labarthe bachelet bouchet

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Increasing MOOC completion rates through social interactions

  1. 1. Increasing MOOC completion rates through social interactions A recommendation system Hugues Labarthe, Rémi Bachelet, François Bouchet & Kalina Yacef Download this slideshow : http://goo.gl/lkba7HFebruary 22nd, 2016, Graz, Austria
  2. 2. MOOC completion rates are notoriously low • What we know: – MOOC students interacting with each other have better odds to get certified (Yang, Wen & Rose, 2014) • Problem: – How to improve user-centered experience and facilitate user’s involvement with peers? 2
  3. 3. Questions & data Research questions: 1. Impact of social interactions between students? 2. Best way to foster peer interaction? 3 data sets: – Session 2 to 5: Impact of social interactions? Longitudinal Study – Session5: Students groups. Experiment. – Session6: Chat & contact recommendation module. Experiment 3
  4. 4. Context: MOOC GdP 4 GdP2 GdP3 GdP4 GdP5 GdP6 Date Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Duration 5 weeks + 1 week for final exam 5 weeks including 1 elective course + 1 week for final exam 6 weeks including 2 elective course + 1 week of exams 6 weeks including 2 elective course + 1 week of exams 6 weeks including 2 elective course + 1 week of exams Attendance: - Enrolled - > 1 quiz in basic track - > 1 deliverable in adv. track 10848 5711 1011 11827 5899 705 19171 8120 1197 17579 4842 725 22300 7305 970 Track success: - Basic - Advanced 61% 78% 38% 67% 41% 73% 47% 69% 53% 71% • French MOOC on project management • Platform: Canvas Engineering: Unow • 2 sessions/year: enhanced content • 3 tracks: basic, advanced, team • Barcamp "richer learning activities for MOOCs : 14+ ideas " EMOOCs2015
  5. 5. 5 “Funnel of participation” (Clow, 2013) Attrition rate increasing, “September effect” (in-cursus students = less drop out in these sessions) Study #1 (Longitudinal): attrition & interactions in 5 sessions (1/3)
  6. 6. 6 “Participation funnel” (Clow, 2013) Attrition rate increasing, “September effect” (in-cursus students = less drop out in these sessions) Study #1 (Longitudinal): attrition & interactions in 5 sessions (1/3)
  7. 7. 7 > 50,000 posts & PM - Social networks not included +8k contributors (13.5%), only 3.5% used both posts & PM 3 functions: socializing, learning reinforcement, experience sharing Longitudinal study : attrition & interactions (2/3)
  8. 8. Longitudinal study : attrition & interactions (3/3) 8
  9. 9. Longitudinal study : attrition & interactions (3/3) 9 The drop in exam pass rate for 5+post comes mostly from the high forum activity of our teaching assistant staff. In our newly published papers, this bias is controlled, as well as involvement in the technical help thread
  10. 10. Longitudinal study : Findings Interacting is a strong predictor of success +35% exam pass on average 10
  11. 11. Increase social interactions: Recommendations – « Introduce yourself » thread • Trigger contributions (“must read” in week zero) • Boost visibility of this thread: pre-MOOC announcement – Geolocalization • « where are you ? » map – Facebook, Google+, Twitter… • Capitalize on existing social networks • Foster them : news, answers… – “Question of the week” • starting point for the weekly live Q&A – Strategies • Reward active posters: Animator badge • TA team : Do not answer questions too fast, leave this to the other students 11
  12. 12. Study #2: students group to increase interactions – methodology • Session 5 : Canvas groups features (private forums, wiki, list of group members with link to profile) • Experiment : 34 groups of variable size: – 4 groups of 50 students – 10 groups of 10 students – 20 groups of 4 students • 5 grouping by similarity criteria (data from initial research questionnaire) – Geographical proximity (Country) – Study level – Age – Family status – Previous experience with MOOCs 12
  13. 13. Study #2: findings & recommendations Not many interactions, yet much to be learned! In groups of 4 & 10, no more than 1 post/person = no real interaction, not many visits after first attempt 13 Criteria Observation Recommendation Teammates visibility Group page quickly ignored Make the list of other group members more visible Contact visibility No visit to check replies to one’s post Improve notification system Sample size Many students do not interact Larger sample size next time # of recommended contacts Low activity even in large groups More contact recommendations increase the chances of finding other students willing to interact Individualized interaction Similar interface prevented students from seeing what more it brought Allow students to create small groups of their own
  14. 14. Study #3: contact recommendation & chat modules 14 A contact recommendation widget in every page of the platform below the navigation column Advanced ID card with: - profile info, - ways to contact (PM and instant message) - adding to favorites/ignored Available with a simple mouse-over A permanent chat widget Notification (+ sound) when a message arrives! Contact manager, to initiate conversation with favorite(s) contact(s) Chat manager, to start or pick up a conversation
  15. 15. GdP6: preliminary findings 15 Findings: - Strong curiosity for students’ profiles - Asynchronous chat interactions - Impact on attrition and performance: currently under review GdP6: - 22,300 enrolled - 16,127 connected once - 8,053 active Experiment: 8,674 students - 1792 in control group (no recommendation, no chat) - 2025 accepted the terms of use - 271 interacted with others through chat
  16. 16. Conclusion • Interactions are correlated w/ success, and are key to reducing attrition. Need to find: • The right combination of factors to recommend students to their peers • The right interface for them to interact with one another Can only be achieved through experiments (work in progress) • Perspectives: – Technology  course –interaction design – Identify students who want to interact = maximize chances of response 16
  17. 17. Thanks for listening! • Twitter : @R_Bachelet, Googleplus : +Rémi Bachelet Read the paper online : https://hal.archives- ouvertes.fr/view/index/docid/1277664
  18. 18. Does peer grading work? How to implement and improve it? Comparing instructor and peer assessment in MOOC GdP Rémi Bachelet, Drissa Zongo, Aline Bourelle Download this slideshow : http://goo.gl/GiFvXb

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