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Toward a typology of MOOC
activity patterns
Learners who never rest?
Rémi Bachelet, Rawad Chaker
Download this slideshow : https://goo.gl/PbRMxH
May 23rd, 2017, Madrid, Spain
Read the full paper : https://goo.gl/QCnGmI
MOOC learners' activity patterns
• Factors:
– personal schedule,
– traditional working hours,
– domestic time,
– nighttime
– relation with MOOC course opening hours
– live sessions
– essay submission deadlines
• Does the MOOC schedule determine the connection
patterns of the learners?
2
Questions & data
Research questions:
1. how do MOOC learners manage their connection schedules?
2. Does the MOOC determine the connection rhythm of the learners,
or is it their personal and professional rhythm?
MOOC scheduling : 2 best practices for MOOC design
Data set : 4 sessions
• MOOC GdP 5, 6, 7 8 march 2015 - October 2016
• Active : 4,842 - 7,537 - 5,951 - 7,998
• Aggregated server stats (google analytics).
• Live Q&A Youtube Analytics 3
4
Normalized hourly and weekly connection patterns
Study #1: Weekly connection patterns are regular and stable
5
Platform connections per hour on daytime, evening and night slots
Study #2: Daytime, evening and night hours work: higher density for
evening time
Study #3: Four types of daily patterns
6
Five typical weekdays:
1. Launch days: each weekly module opens Monday at 12:00
2. Weekdays+Saturdays: “normal” week day with no live “Q&A”
3. Live days: live “Q&A” session is held on the evening of that day
4. Sundays: essay submission is due Sunday midnight week 1-3
Study #4: the "9 p.m. effect"
7
Longitudinal connection density: the 9 p.m. peak
Conclusions and recommendations
• Learning : double density on evenings
– 4 types of days, w/specific hourly pattern: 1/ Launch days; 2/ Live
days; 3/ Weekdays and Saturdays; 4/ Essay submission days
• Youtube live and deferred views
– Two populations (“hardcore” and “standard”) exhibit a specific
mode of attrition. Recurring “live” contact point has a lasting
attraction on some hardcore learners
• "9 p.m. effect": there is a recurring peak of activity every
day but Saturdays.
8
Two best practices for MOOC design:
1.Understand the importance and role of weekly
live sessions in creating and maintaining hardcore
learners.
2.Preferential timeslot: 9 p.m. - 10 p.m. best
timeslot to set up events and work.
9
Thanks for listening!
• Twitter : @R_Bachelet, @chaker_r
• Googleplus : +Rémi Bachelet
Read the full paper : https://goo.gl/QCnGmI

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Emoocs2017 Toward a typology of MOOC activity patterns. Learners who never rest? Rémi BACHELET, Rawad CHAKER

  • 1. Toward a typology of MOOC activity patterns Learners who never rest? Rémi Bachelet, Rawad Chaker Download this slideshow : https://goo.gl/PbRMxH May 23rd, 2017, Madrid, Spain Read the full paper : https://goo.gl/QCnGmI
  • 2. MOOC learners' activity patterns • Factors: – personal schedule, – traditional working hours, – domestic time, – nighttime – relation with MOOC course opening hours – live sessions – essay submission deadlines • Does the MOOC schedule determine the connection patterns of the learners? 2
  • 3. Questions & data Research questions: 1. how do MOOC learners manage their connection schedules? 2. Does the MOOC determine the connection rhythm of the learners, or is it their personal and professional rhythm? MOOC scheduling : 2 best practices for MOOC design Data set : 4 sessions • MOOC GdP 5, 6, 7 8 march 2015 - October 2016 • Active : 4,842 - 7,537 - 5,951 - 7,998 • Aggregated server stats (google analytics). • Live Q&A Youtube Analytics 3
  • 4. 4 Normalized hourly and weekly connection patterns Study #1: Weekly connection patterns are regular and stable
  • 5. 5 Platform connections per hour on daytime, evening and night slots Study #2: Daytime, evening and night hours work: higher density for evening time
  • 6. Study #3: Four types of daily patterns 6 Five typical weekdays: 1. Launch days: each weekly module opens Monday at 12:00 2. Weekdays+Saturdays: “normal” week day with no live “Q&A” 3. Live days: live “Q&A” session is held on the evening of that day 4. Sundays: essay submission is due Sunday midnight week 1-3
  • 7. Study #4: the "9 p.m. effect" 7 Longitudinal connection density: the 9 p.m. peak
  • 8. Conclusions and recommendations • Learning : double density on evenings – 4 types of days, w/specific hourly pattern: 1/ Launch days; 2/ Live days; 3/ Weekdays and Saturdays; 4/ Essay submission days • Youtube live and deferred views – Two populations (“hardcore” and “standard”) exhibit a specific mode of attrition. Recurring “live” contact point has a lasting attraction on some hardcore learners • "9 p.m. effect": there is a recurring peak of activity every day but Saturdays. 8
  • 9. Two best practices for MOOC design: 1.Understand the importance and role of weekly live sessions in creating and maintaining hardcore learners. 2.Preferential timeslot: 9 p.m. - 10 p.m. best timeslot to set up events and work. 9
  • 10. Thanks for listening! • Twitter : @R_Bachelet, @chaker_r • Googleplus : +Rémi Bachelet Read the full paper : https://goo.gl/QCnGmI