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Follow the successful crowd : Raising MOOC completion rates through social comparison at scale. / Davis, D.J.; Jivet, Ioana; Kizilcec, René F.; Chen, Guanliang; Hauff, Claudia; Houben, Geert Jan.

LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference. New York : Association for Computing Machinery (ACM), 2017. p. 454-463.

Research output: Scientific - peer-reviewConference contribution

Harvard

Davis, DJ, Jivet, I, Kizilcec, RF, Chen, G, Hauff, C & Houben, GJ 2017, Follow the successful crowd: Raising MOOC completion rates through social comparison at scale. in LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference. Association for Computing Machinery (ACM), New York, pp. 454-463, 7th International Conference on Learning Analytics and Knowledge, LAK 2017, Vancouver, Canada, 13-17 March. DOI: 10.1145/3027385.3027411

APA

Davis, D. J., Jivet, I., Kizilcec, R. F., Chen, G., Hauff, C., & Houben, G. J. (2017). Follow the successful crowd: Raising MOOC completion rates through social comparison at scale. In LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference. (pp. 454-463). New York: Association for Computing Machinery (ACM). DOI: 10.1145/3027385.3027411

Vancouver

Davis DJ, Jivet I, Kizilcec RF, Chen G, Hauff C, Houben GJ. Follow the successful crowd: Raising MOOC completion rates through social comparison at scale. In LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference. New York: Association for Computing Machinery (ACM). 2017. p. 454-463. Available from, DOI: 10.1145/3027385.3027411

Author

Davis, D.J.; Jivet, Ioana; Kizilcec, René F.; Chen, Guanliang; Hauff, Claudia; Houben, Geert Jan / Follow the successful crowd : Raising MOOC completion rates through social comparison at scale.

LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference. New York : Association for Computing Machinery (ACM), 2017. p. 454-463.

Research output: Scientific - peer-reviewConference contribution

BibTeX

@inbook{d397400261b54eee99a0e5ab5e73c30f,
title = "Follow the successful crowd: Raising MOOC completion rates through social comparison at scale",
keywords = "Cultural differences, Feedback, Framing, Learning analytics, Massive open online course, Social comparison",
author = "D.J. Davis and Ioana Jivet and Kizilcec, {René F.} and Guanliang Chen and Claudia Hauff and Houben, {Geert Jan}",
year = "2017",
month = "3",
doi = "10.1145/3027385.3027411",
pages = "454--463",
booktitle = "LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference",
publisher = "Association for Computing Machinery (ACM)",
address = "United States",

}

RIS

TY - CHAP

T1 - Follow the successful crowd

T2 - Raising MOOC completion rates through social comparison at scale

AU - Davis,D.J.

AU - Jivet,Ioana

AU - Kizilcec,René F.

AU - Chen,Guanliang

AU - Hauff,Claudia

AU - Houben,Geert Jan

PY - 2017/3/13

Y1 - 2017/3/13

N2 - Social comparison theory asserts that we establish our social and personal worth by comparing ourselves to others. In in-person learning environments, social comparison offers students critical feedback on how to behave and be successful. By contrast, online learning environments afford fewer social cues to facilitate social comparison. Can increased availability of such cues promote effective self-regulatory behavior and achievement in Massive Open Online Courses (MOOCs)? We developed a personalized feedback system that facilitates social comparison with previously successful learners based on an interactive visualization of multiple behavioral indicators. Across four randomized controlled trials in MOOCs (overall N = 33, 726), we find: (1) the availability of social comparison cues significantly increases completion rates, (2) this type of feedback benefits highly educated learners, and (3) learners' cultural context plays a significant role in their course engagement and achievement.

AB - Social comparison theory asserts that we establish our social and personal worth by comparing ourselves to others. In in-person learning environments, social comparison offers students critical feedback on how to behave and be successful. By contrast, online learning environments afford fewer social cues to facilitate social comparison. Can increased availability of such cues promote effective self-regulatory behavior and achievement in Massive Open Online Courses (MOOCs)? We developed a personalized feedback system that facilitates social comparison with previously successful learners based on an interactive visualization of multiple behavioral indicators. Across four randomized controlled trials in MOOCs (overall N = 33, 726), we find: (1) the availability of social comparison cues significantly increases completion rates, (2) this type of feedback benefits highly educated learners, and (3) learners' cultural context plays a significant role in their course engagement and achievement.

KW - Cultural differences

KW - Feedback

KW - Framing

KW - Learning analytics

KW - Massive open online course

KW - Social comparison

UR - http://www.scopus.com/inward/record.url?scp=85016506045&partnerID=8YFLogxK

U2 - 10.1145/3027385.3027411

DO - 10.1145/3027385.3027411

M3 - Conference contribution

SP - 454

EP - 463

BT - LAK 2017 Conference Proceedings of the 7th International Learning Analytics and Knowledge Conference

PB - Association for Computing Machinery (ACM)

ER -

ID: 15460998