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Does Taking a MOOC as a Complement for Remedial Courses have an effect on my learning Outcomes?
1. 15 September 2016, EC-TEL 2016 | Lyon, France
Presented by Mar Pérez Sanagustín
Does Taking a MOOC as a Complement for
Remedial Coursera Have an Effect on my
Learning Otcomes?
A Pilot Study on Calculus
Pérez-Sanagustín, M., Hernández Correa, J., Gelmi, C., Hilliger, I., Rodriguez, M. F.
4. 4
MOOC distribution is
inequal and
universities are
looking for alternative
plans
Ng’ambi & Bozalek, 2015;
Nisseson & Shih, 2015
Source: goo.gl/RWa4OU
5. Motivation
Online & Blended Learning Models
▪ SPOCs (Delgado Kloos et al., 2015): Based on the idea that
traditional and online learning are equiparable (Shachar &
Neumann, 2010)
▪ Flipped Classroom (McLean et al., 201): Effective in terms of
learning gains, learning strategies & active learning
Models that go beyond
▪ Hybrid Models for extending the curriculum (Zhang, 2013;
Delgado Kloos et al., 2015; Pérez-Sanagustín et al., 2016;)
▪ Remedial Courses (Delgado Kloos et al., 2015)
1. Motivation
2. The Pilot
Study
3. Results
4. Lessons
Learned
5. Future Work
5
7. Context: a remedial course on Calculus
▪ 600 Freshmen per year at UC-Engineering
▪ Diagnostic exam on Calculus with 4 Modules:
▹ M1. Algebra and Functions;
▹ M2.Trigonometry;
▹ M3. Polynomial and Complex Numbers;
▹ M4. Sequences and Series
▪ Those who do not pass a particular section have to attend a face
to face intensive remedial course.
7
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
9. 9
2 Research Questions
Students’ Adoption
RQ1. What is the students’
adoption of this MOOC
initiative?
Effects on Learning Gains
RQ2. What are the effects of
participating in the MOOCs
in terms of students’ learning
gains?
10. Data sources
1
0
Data from the launch on 27th December until
the last exam on 31st January
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
Students’ Adoption
1. Students’ activity interaction with the course: active vs. pasive
Students’ Adoption
1. Scores in the Diagnostic Exam
2. Students’ prior knowledge composed by: admission scores;
high school grades; and class ranking
14. Adoption
14
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
Diagnosis
Phase
14%
86%
16%
84%
8%
92%
12%
88%
84 vs. 505 97 vs. 492 48 vs. 541 73 vs. 516
M1 M2 M3 M4
Active Non Active
Remedial
Phase
7%
93%
13%
87%
5%
95%
10%
90%
42 vs. 547 79 vs. 510 29 vs. 560 56 vs. 533
16. Adoption
16
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
Diagnosis
Phase
Video-Lectures Exercises
Remedial
Phase
26%
74%
28%
72%
R1.2. Students use the MOOC for exercising
17. 1
7
Learning gains
RQ2. What are the effects of participating in the
MOOCs in terms of students’ learning gains?
18. Learning gains: Diagnostic Phase
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
R2.1. The percentage of active students passing the diagnostic exam
is higher than those who were not active.
19. Learning gains: Remedial Phase
R2.2. Active student’s during the diagnostic exam showed better
scores, but not effect found in the scores that were required to take
the f2f courses.
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
20. RQ2. On Learning gains
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
R2.3. Being active is a predictor variable for the score of the
Diagnostic exam, but not for the scores on the final exam on the
corses, which predictor is the universidy admission exams in
Mathematics.
Course
Diagnostic Exam Traditional Remedial Courses
Significant
variables
P-Value
Significant
variables
P-Value
M3
NEM
MAT
Active user
0.018
0.000
0.021
MAT 0.000
M4
NEM
MAT
Active user
0.000
0.000
0.000
MAT 0.000
Results of a stepwise multivariable regression analysis. Example of 2 courses.
21. More effort on
dissemination to
increase the adoption of
a MOOC as a Service.
MOOCs to understand
what students need to
reinforce.
Design MOOCs for
exercising
Lessons Learned
MOOCs for refreshing
concepts
22. Future work
22
▪ Including this as part of the university strategy
▪ Analyisis of the MOOC adoption during the first semester
▪ Support self-regulation in these courses
▪ Understand the reasons of the low adoption
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
23. MOOCs are now part of the higher
education ecosystem, we have to
make efforts to understand their
usage from a broad perspective.
23
24. 24
Contact
I am Mar Pérez-Sanagustín
This is an intro slide if you want to get more personal and
introduce yourself. You could add a title or contact info
here.
Notes de l'éditeur
Good afternoon everyone. Thank you for Comming. I’m Mar Pérez Sanagustín and I todayI will presentthe results of a pilot study in whichinvestigated the effects of using a MOOC as a remedial course on calculus.
But let me start with some interesting data.
After the year the gold years of MOOCs in 2012, MOOCs are not the big disruption anymore.
According to Gartner Hype cycle, we are now in the plateau of productivity.
- In fact, if we see data from the mooc production, we see that the number of moocs have been increasing exponentially.
- However, what we have observed is that this production ins inequal.
- Elite universities have led the MOOC development process, while other universities see the production costs a barrier and need to look for alternative plans.
Some of the alternative plans consists on benefiting the most of the MOOCs proposing new models of using MOOCs for extending the on-campus experience.
Some of the most famous models are the spocs, basedon the ida that traditional learning is equiparable to online learning, or models like flipped classroom for supporting more active learnign models.
But there are even more complex models, in which moocs are used in many different ways to make the curriculum more flexible.
There have been some publications showing the effects of these models, but the studies are still few and they have mainly focussoed on analyzing how the perception of the students change or how their motivation increases.
- Therefore, the question is, how useful are this models to support learning.
To understand this today I’m going to present what are the effects in terms of studnets’ adoption and learning outcomes of using a MOOC as a remedial course in caluclus.
Let me explain you the context. Every year we have around 6000 freshmen antering the university.
Onec accepted to the unviersity, these students have to take a diagnosis exam on calculus before they start. This exam consistts of 4 independent modules.
Those students that do not pass the exam have to attend a face to face intesnive course
This is the structure. They register, they make the diagnosis exam and they go to the course or to the face to face courses.
Since last year, we were not providing the students any help to preparae this exam. That’s why we thought that we could offer them MOOCs to help them study before the exam and we produced 4 MOOCs.
These moocs were aviable before the diagnosis exam and during the remedial phase.
All the curese were open to anyone, not only to the students at the U, but were not mandantory.
They were sel-paced and avialabe15 days before the diagnosis exam
To understand what was the effect of these coureses we posed two research questions:
What is the students adoption? That is how much are students using these MOOCs and when?
Whata re the effects on their leanring gains?
To do so we used different data sources.
Firts, students’ data trace from their interaction with the coures content
Scores in the diagnostic exam
Prior knowledge that consists of admissioin scores, high school grades.
Data from the launch on 27th December until the last exam on 31st January
Since we open the coures in 27th december, there were more than 3.500 students registered, from which we take ontly the 589 that belonged tot eh unvierity and took the dignosis exam
This means, our study sample is of 589 students.
From tese students, we have the following numbers.
We analyzed what was the acivity of the student’s in interacion with the coures contet and separated them into active or non active. The active sutudenst were those showing some activity in the course a part of registering and navigating aroudn the coures for the first time.
The data shows the following:
1) The students were not too active during the diagnosis phase, being more activ in hte M2, which corresponded to trigonometry and was the course that more people failed because they do not have this content in the admission exam to the university.
2) that compared to the remdial phase, students use it more before the exam than after.
Looking more in detail when these interactiosn were produced we see that most of the peope were active before the diagnostic exam.
These results show that the learners shwo more activity during the diagnostic phase and specially on those courese which content did not appeared in the admiddion university test.
Then we analyzed what type of interactions wer doing the students and we sawa that most of htem used the mooc for exercising .
- To analyze the learning gains we compared the marks of the active and non active students
-However, this was not repeated during the remedial phase, but we did not observed the same for the remedial phase, in whith the difference between active and non-active as not significative.
Then we analyzed whether being active was a predictor of the schore. Of the diagnostic exam.
STEPWISE MULTIVARIABLE REGRESSION ANALYSIS.
stepwise multivariable regression analysis
Hacer esto más grande
Destacar el mOOC as a service
Y contar el tema de students’ need porque no lo hacen en la PSU
REFERENCES
Ng'ambi, D., & Bozalek, V. (2015). Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education. British Journal of Educational Technology, 46(3), 451-454.
Nissenson, P. M., & Shih, A. C. (2015). MOOC on a Budget: Development and Implementation of a Low-cost MOOC at a State University. 122nd ASEE Annual Conference & Exposition, June 14-17, 2015, Seattle, WA.