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Certificate Achievement Unlocked : How Does MOOC Learners' Behaviour Change? / Zhao, Yue; Davis, Dan; Chen, Guanliang; Lofi, Christoph; Hauff, Claudia; Houben, Geert-Jan.

Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017. New York, NY : Association for Computing Machinery (ACM), 2017. p. 83-88.

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

Harvard

Zhao, Y, Davis, D, Chen, G, Lofi, C, Hauff, C & Houben, G-J 2017, Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change? in Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017. Association for Computing Machinery (ACM), New York, NY, pp. 83-88, UMAP 2017, Bratislava, Slovakia, 9/07/17. https://doi.org/10.1145/3099023.3099063

APA

Zhao, Y., Davis, D., Chen, G., Lofi, C., Hauff, C., & Houben, G-J. (2017). Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change? In Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017 (pp. 83-88). New York, NY: Association for Computing Machinery (ACM). https://doi.org/10.1145/3099023.3099063

Vancouver

Zhao Y, Davis D, Chen G, Lofi C, Hauff C, Houben G-J. Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change? In Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017. New York, NY: Association for Computing Machinery (ACM). 2017. p. 83-88 https://doi.org/10.1145/3099023.3099063

Author

Zhao, Yue ; Davis, Dan ; Chen, Guanliang ; Lofi, Christoph ; Hauff, Claudia ; Houben, Geert-Jan. / Certificate Achievement Unlocked : How Does MOOC Learners' Behaviour Change?. Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017. New York, NY : Association for Computing Machinery (ACM), 2017. pp. 83-88

BibTeX

@inproceedings{da782c60b5f94ce1928c29bebc15eb00,
title = "Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change?",
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 setting, the course material or tests provided after {"}passing{"} do not contribute to earning the certificate (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.",
keywords = "MOOCs, Learning Analytics, Certi€cate Achievement",
author = "Yue Zhao and Dan Davis and Guanliang Chen and Christoph Lofi and Claudia Hauff and Geert-Jan Houben",
year = "2017",
doi = "10.1145/3099023.3099063",
language = "English",
pages = "83--88",
booktitle = "Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017",
publisher = "Association for Computing Machinery (ACM)",
address = "United States",

}

RIS

TY - GEN

T1 - Certificate Achievement Unlocked

T2 - How Does MOOC Learners' Behaviour Change?

AU - Zhao, Yue

AU - Davis, Dan

AU - Chen, Guanliang

AU - Lofi, Christoph

AU - Hauff, Claudia

AU - Houben, Geert-Jan

PY - 2017

Y1 - 2017

N2 - 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 setting, the course material or tests provided after "passing" do not contribute to earning the certificate (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.

AB - 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 setting, the course material or tests provided after "passing" do not contribute to earning the certificate (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.

KW - MOOCs

KW - Learning Analytics

KW - Certi€cate Achievement

U2 - 10.1145/3099023.3099063

DO - 10.1145/3099023.3099063

M3 - Conference contribution

SP - 83

EP - 88

BT - Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, UMAP 2017

PB - Association for Computing Machinery (ACM)

CY - New York, NY

ER -

ID: 33898511