ONLINE COURSES (MOOCS): BRINGING PERSPECTIVE THROUGH EXPERIENCE & RESEARCH

Ted Blake, Lorrie Ross, and Pat James, Mt. San Jacinto College Eva Schiorring, RP Group John Whitmer, California State University, Office of the Chancellor

Strengthening Student Success 2013

WELCOME TO CRAFTING AN EFFECTIVE WRITER

The CEW Team

How did this happen to us?

Theres always a story..

OMG!

Heres the Class..

http://coursera.org/course/basicwriting

Review some videos on your own.

End of week 1 pop video: 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:

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!

Link to the Course

To enroll in the course, please visit

http://coursera.org/course/basicwriting

Learning Analytics & Online Course Achievement

200MB of data emissions annually!

Economist. (2010, 11/4/2010). Augmented business: Smart systems will disrupt lots of industries, and perhaps the entire economy. The Economist.

Logged into course within 24 hours

Interacts frequently in discussion boards Failed first exam Hasnt taken college-level math
Source: jisc_infonet @ Flickr.com

No declared major

Source: jisc_infonet @ Flickr.com

Learner Analytics
... measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. (Siemens, 2011)

Correlation LMS Use w/Final Grade

Scatterplot of Assessment Activity Hits vs. Course Grade

Correlation LMS & Student Characteristic Variables w/Final Grade

Meaningful MOOC Research

Did it work for the students? Did we achieve our intended outcomes? How do we make it better?

Crafting an Effective Writer

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.

Engagement and Outcomes

50,000 40,000 30,000 20,000 10,000 # enrolled # logged in at least once # attempting first quiz # attempting unit 3 quiz # accessing week 3 content # attempting unit 5 quiz # accessing final week of content (if no final) # earning certificate

Source: Coursera MOOC Platform

Student Motivation
Motivation for Taking Course
1% 4% 2% 3%

HS Student wanting jumpstart on colege Prep CC assessment test Improve CC assessment test score Support for other course

30% 60%

Source: Entry Survey: n=11301

Goal Attainment
Did not meet goal, 2%

Met goal, 98%

Source: Exit Survey n=1,678

MOOC Data

MOOC PLATFORM
when

student logged in

how

long stayed on engagement in forum discussions quizzes, midterm completion, outcomes

SURVEY INFO
Most

MOOCs have standard intro survey If possible, add your own survey questions/conduct your own survey

SJSU+ Research Findings

Pass Rates & Historical Grade Distribution

Variables Predicting Success and not

Not Significant Age URM Pell HS Student FirstGen College Student 1stWkLogged30Mins MOOC sessions and more . Significant Female Time online Online problem sets completed Weeks active >30 mins First week spoken with tutor

Percent Passing by Problems Submitted

100

10%
80

56%
Percent
60

90%

Pass Fail

40

Passed Failed

44%
20

< Median Problems

? Median Problems 27

Measuring MOOC Outcomes

Expected Probability of Passing*
All Students & Matriculated constant at their Students m eans
Models of two groups: same results
1.00 0.90 0.80 holding Video Tim e & Sessions Logged In

Expected Net Probability of Passing by Problems Done All, Matriculated, Math 6, Math 8 Students

p(Passing)

0.70 0.60
All Students w Video Time * Holding Matriculated w Video Time Video Time Math 6 constant Math 8 w Sessions

p(Passing)

0.50
0.40 0.30 0.20 0.10 0.00 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Problems Done Problems Submitted

28

From Students We Learned

Dont assume students know how to be successful in online environment Dont assume students will know how to use support services Provide structure

From Instructors We Learned

It takes a long time to develop the content Two instructors better than one Great potential to contextualize, inject real life context, make courses more inquiry based MOOCs can be used in different ways

Next Step: CEW Research, take 2

Patterns of Persistence: What Engages Students in a Remedial English Writing MOOC? John Whitmer, PI Eva Schorring, Co-PI Pat Hanz, Co-PI

Thanks to the leadership & support of: