Does Taking a MOOC as a Complement for Remedial Courses have an effect on my learning Outcomes?
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A Pilot Study using a MOOC for remedial Courses in Calculus
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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.
- 3. http://www.onlinecoursereport.com/state-of- the-mooc-2016-a-year-of-massive- landscape-change-for-massive-open-online- courses/ 3 SOURCE: Online Course Report. Data from Class Central Although not in the hype, MOOCs are still marching on
- 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
- 8. 8 Pre-Calulus Model Registration Diagnosis exam Exam M1 Exam M2 Exam M3 Exam M3 DIAGNOSTIC PHASE REMEDIAL PHASE 4 F2F Courses 4 MOOCs in Open edX, self-paced and open to everyone
- 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
- 11. 3.500+ Learners registered Sample 11 589 Took the diagnosis exam 1. Motivation 2. The Pilot Study 3. Analyisis & Results 4. Conclusions 5. Future Work
- 12. Sample 1 2 1. Motivation 2. The Pilot Study 3. Analyisis & Results 4. Conclusions 5. Future Work Course Diagnostic Exam SPD SFD M1 504 (86%) 85 (14%) M2 170 (29%) 419 (71%) M3 261 (44%) 328 (56%) M4 325 (55%) 264 (45%) 64 218 223 171 Students to the remedial phase
- 13. 13 Students’ Adoption RQ1. What is the students’ adoption of this MOOC initiative?
- 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
- 15. 1 5 Adoption R1.1. More active learners during the diagnostic phase.
- 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.
Notas del editor
- 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.