ABSTRACT

Massive open online courses (MOOCs) face the ongoing problem of low pass rates. A number of MOOC learners engage in most or all course activities but fail to pass the course. To improve participation and thereby increase successful completion, this study explores the behavioural differences between certificate achievers and explorers that lead to their different learning outcomes. Eleven behaviours were extracted from more than 80,000 behaviour records for 215 certificate achievers and 456 explorers, which were categorized into four types of activities: graded assessment, content-related, course-related, and interactive activities. Random forest classifier, independent-sample t-testing, and lag sequential analysis were used. The results showed six important behaviours that are highly related to certificate achievement. Certificate achievers engaged in more course-related and graded assessment activities during the course, while explorers engaged in more content-related and interactive activities, and graded assessment activities occurring at the end of the course. Compared to explorers, certificate achievers exhibited more bidirectional behaviours in terms of interactive and course-related activities and more repeated behaviours in terms of course-related and graded assessment activities. The study has significant implications for MOOC learners and instructors in improving learning and teaching performance by implementing appropriate behavioural interventions.

摘要

大规模开放在线课程 (MOOC) 一直面临着低通过率的问题。许多 MOOC 学习者参与了大部分或所有课程活动，但未能通过课程。为了提高参与度，从而提高成功完成度，本研究探讨了证书获得者和探索者之间的行为差​​异，这些差异导致了他们不同的学习成果。从 215 名证书获得者和 456 名探索者的 80,000 多条行为记录中提取了 11 种行为，这些行为分为四种类型的活动：分级评估、内容相关、课程相关和互动活动。使用随机森林分类器、独立样本 t 检验和滞后序列分析。结果显示了与证书成就高度相关的六种重要行为。证书获得者在课程期间参与了更多与课程相关的分级评估活动，而探索者参与了更多与内容相关的互动活动，并在课程结束时进行了分级评估活动。与探索者相比，证书获得者在互动和课程相关活动方面表现出更多的双向行为，在课程相关和分级评估活动方面表现出更多的重复行为。该研究对 MOOC 学习者和教师通过实施适当的行为干预来提高学习和教学绩效具有重要意义。课程结束时进行的分级评估活动。与探索者相比，证书获得者在互动和课程相关活动方面表现出更多的双向行为，在课程相关和分级评估活动方面表现出更多的重复行为。该研究对 MOOC 学习者和教师通过实施适当的行为干预来提高学习和教学绩效具有重要意义。课程结束时进行的分级评估活动。与探索者相比，证书获得者在互动和课程相关活动方面表现出更多的双向行为，在课程相关和分级评估活动方面表现出更多的重复行为。该研究对 MOOC 学习者和教师通过实施适当的行为干预来提高学习和教学绩效具有重要意义。