Physics instructional resource usage by high-, medium-, and low-skilled MOOC students

Trevor A. Balint; Raluca Teodorescu; Kimberly Colvin; Youn Jeng Choi; David Pritchard

doi:10.1119/1.4978719

Physics instructional resource usage by high-, medium-, and low-skilled MOOC students

Trevor A. Balint, Raluca Teodorescu, Kimberly Colvin, Youn Jeng Choi, David Pritchard

Department of Education

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

In this paper we examine how different types of participants in a physics Massive Open Online Course (MOOC) tend to use the existing course resources. We use data from the 2013 offering of the Massive Open Online Course 8.MReVx designed by the RELATE (REsearch in Learning Assessing and Tutoring Effectively) Group at the Massachusetts Institute of Technology and offered on the edX platform. We propose six measures of student performance in a course, and, based on these measures, we divide the student population into clusters and analyze the resource usage of the students from each cluster. This course contains a wide variety of physics problems targeting various levels of thinking. Our analysis focuses on 1080 participants (out of 16,787 enrolled in the course) who attempted more than 50% of available problems, as this is an indicator of students who participated actively in the entire course.

Original language	English
Pages (from-to)	222-225
Number of pages	4
Journal	Physics Teacher
Volume	55
Issue number	4
DOIs	https://doi.org/10.1119/1.4978719
State	Published - Apr 2017

Bibliographical note

Publisher Copyright:
© 2017 American Association of Physics Teachers.

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Cite this

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Physics instructional resource usage by high-, medium-, and low-skilled MOOC students

Abstract

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