Certificate achievement unlocked: how does MOOC learners' behaviour change?

Yue Zhao, Dan Davis, Guanliang Chen, Christoph Lofi, Claudia Hauff, Geert-Jan Houben

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

10 Citations (Scopus)

Abstract

Massive Open Online Courses (MOOCs) play an ever more central role in open education. However, in contrast to traditional classroom settings, many aspects of learners' behaviour in MOOCs are not well researched. In this work, we focus on modelling learner behaviour in the context of continuous assessments with completion certificates, the most common assessment setup in MOOCs today. Here, learners can obtain a completion certificate once they obtain a required minimal score (typically somewhere between 50 - 70%) in tests distributed throughout the duration of a MOOC. In this se.ing, the course material or tests provided a.er "passing" do not contribute to earning the certi€cate (which is ungraded), thus potentially affecting learners' behaviour. Therefore, we explore how "passing" impacts MOOC learners: do learners alter their behaviour after this point? And if so how? While in traditional classroom-based learning the role of assessment and its influence on learning behaviour has been well-established, we are among the first to provide answers to these questions in the context of MOOCs.

Original languageEnglish
Title of host publicationUMAP’17, Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization
EditorsFederica Cena, Michel Desmarais
Place of PublicationNew York NY USA
PublisherAssociation for Computing Machinery (ACM)
Pages83-88
Number of pages6
ISBN (Electronic)9781450350679
DOIs
Publication statusPublished - 2017
Externally publishedYes
EventInternational Conference on User Modelling, Adaptation, and Personalization 2017 - Bratislava, Slovakia
Duration: 9 Jul 201712 Jul 2017
Conference number: 25th
https://www.um.org/umap2017/index.html

Conference

ConferenceInternational Conference on User Modelling, Adaptation, and Personalization 2017
Abbreviated titleUMAP 2017
CountrySlovakia
CityBratislava
Period9/07/1712/07/17
Internet address

Keywords

  • Certificate achievement
  • Learning analytics
  • MOOCs

Cite this

Zhao, Y., Davis, D., Chen, G., Lofi, C., Hauff, C., & Houben, G-J. (2017). Certificate achievement unlocked: how does MOOC learners' behaviour change? In F. Cena, & M. Desmarais (Eds.), UMAP’17, Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization (pp. 83-88). Association for Computing Machinery (ACM). https://doi.org/10.1145/3099023.3099063