This document discusses a study analyzing learning analytics data from a MOOC on mechanics offered to school children. The 10-week MOOC had 46 videos, forums, and 10 quizzes. Of the 269 total participants, 27 were school pupils who had a lower certification rate of 18.5% compared to 6.8% for all participants. Analysis found that certified pupils accessed quiz trials without first viewing videos, suggesting they treated it as a game. It was also found that later quiz trials achieved higher scores, indicating guided learning. The conclusions recommend implementing MOOCs in classrooms with teacher support, expanding teacher roles, and designing shorter MOOCs to improve completion rates.

1. A STEM MOOC for School Children
What Does Learning Analytics Tell us?
Khalil, Mohammad and Ebner, Martin
ICL-2015, Florence, Italy
TUMohdKhalil

2. MOOCs ??
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3. Will STEM MOOCs replace classes ?
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4. Image from http://www.cvjm-frankfurt.de/_bilder/an-schulen_1/an-schulen.jpg
MOOCs
for
School
Children?
• An overlooked topic
• What data tells us?

5. Image from http://www.cvjm-frankfurt.de/_bilder/an-schulen_1/an-schulen.jpg
MOOCs
for
School
Children?
Mechanics in everyday life

6. Mechanics in Everyday Life MOOC
Contents:
§ 10-Weeks course
§ 46 learning videos
§ Forums Discussions
§ 10 Quizzes with 5 trials each

7. Tracking Traces
through
Learning Analytics
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8. What Can Learning Analytics do?
• Students improve their performance
• Predict the student’s grades
• Enhance retention percentages
• Point difficulties in courses models

9. Participants Background
• 27 School Pupils
• 242 other participants
• 18.5% certification rate of pupils
• 6.8% certf. rate of all participants

10. Activity Profile
Students Performance

11. Dropout rate

12. Certified pupils did more
quiz trials when they don’t
access videos

13. Consider the MOOC
as playing a game?

14. Activity Profile
Students Performance

16. Advanced trials
achieved higher
scores than
previous trials.
Guided learning
was gained through
each trial

17. Conclusions
• Implement a MOOC within a didactical approach in the classroom
• Expand in-the-class teacher roles in STEM MOOC
• Design shorter MOOCs to increase completion rates1
Ref: Lackner, E., Ebner, M., Khalil, M. “MOOCs as granular systems: design patterns to foster participant activity”. eLearning Papers. 2015.”
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18. THANK YOU
Mohammad
Khalil
Ø Mohammad.Khalil@tugraz.at
“A
STEM
MOOC
for
School
Children
–
What
does
Learning
Analy<cs
Tell
us?”,
By
Mohammad
Khalil
&
Mar<n
Ebner,
Graz
University
of
Technology,
ICL-­‐2015,
Florence
Mar2n
Ebner
Ø Mar2n.Ebner@tugraz.at