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15 September 2016, EC-TEL 2016 | Lyon, France
Presented by Mar Pérez Sanagustín
Does Taking a MOOC as a Complement for
Rem...
2
Gartner
Hype
Cycle
with
MOOCs
Source: http://blogs.cetis.org.uk/cetisli/category/moocs/
http://www.onlinecoursereport.com/state-of-
the-mooc-2016-a-year-of-massive-
landscape-change-for-massive-open-online-
cou...
4
MOOC distribution is
inequal and
universities are
looking for alternative
plans
Ng’ambi & Bozalek, 2015;
Nisseson & Shih...
Motivation
Online & Blended Learning Models
▪ SPOCs (Delgado Kloos et al., 2015): Based on the idea that
traditional and o...
6
Are these
models
useful for
learning?
Context: a remedial course on Calculus
▪ 600 Freshmen per year at UC-Engineering
▪ Diagnostic exam on Calculus with 4 Modu...
8
Pre-Calulus Model
Registration Diagnosis
exam
Exam
M1
Exam
M2
Exam
M3
Exam
M3
DIAGNOSTIC
PHASE
REMEDIAL PHASE
4 F2F Cour...
9
2 Research Questions
Students’ Adoption
RQ1. What is the students’
adoption of this MOOC
initiative?
Effects on Learning...
Data sources
1
0
Data from the launch on 27th December until
the last exam on 31st January
1. Motivation
2. The Pilot
Stud...
3.500+
Learners registered
Sample
11
589
Took the
diagnosis
exam
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4...
Sample
1
2
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
Course
Diagnostic Exam
SP...
13
Students’ Adoption
RQ1. What is the students’ adoption of
this MOOC initiative?
Adoption
14
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
Diagnosis
Phase
14%
86%
...
1
5
Adoption
R1.1. More active learners during the diagnostic phase.
Adoption
16
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
Diagnosis
Phase
Video-Le...
1
7
Learning gains
RQ2. What are the effects of participating in the
MOOCs in terms of students’ learning gains?
Learning gains: Diagnostic Phase
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
R2....
Learning gains: Remedial Phase
R2.2. Active student’s during the diagnostic exam showed better
scores, but not effect foun...
RQ2. On Learning gains
1. Motivation
2. The Pilot
Study
3. Analyisis &
Results
4. Conclusions
5. Future
Work
R2.3. Being a...
More effort on
dissemination to
increase the adoption of
a MOOC as a Service.
MOOCs to understand
what students need to
re...
Future work
22
▪ Including this as part of the university strategy
▪ Analyisis of the MOOC adoption during the first semes...
MOOCs are now part of the higher
education ecosystem, we have to
make efforts to understand their
usage from a broad persp...
24
Contact
I am Mar Pérez-Sanagustín
This is an intro slide if you want to get more personal and
introduce yourself. You c...
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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. 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.
  2. 2. 2 Gartner Hype Cycle with MOOCs Source: http://blogs.cetis.org.uk/cetisli/category/moocs/
  3. 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. 4 MOOC distribution is inequal and universities are looking for alternative plans Ng’ambi & Bozalek, 2015; Nisseson & Shih, 2015 Source: goo.gl/RWa4OU
  5. 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
  6. 6. 6 Are these models useful for learning?
  7. 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. 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. 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. 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. 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. 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. 13 Students’ Adoption RQ1. What is the students’ adoption of this MOOC initiative?
  14. 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. 15. 1 5 Adoption R1.1. More active learners during the diagnostic phase.
  16. 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. 17. 1 7 Learning gains RQ2. What are the effects of participating in the MOOCs in terms of students’ learning gains?
  18. 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. 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. 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. 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. 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. 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. 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.

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