DOI

The rising number of Massive Open Online Courses (MOOCs) enable people to advance their knowledge and competencies in a wide range of fields. Learning though is only the first step, the transfer of the taught concepts into practice is equally important and often neglected in the investigation of MOOCs. In this paper, we consider the specific case of FP101x (a functional programming MOOC on edX) and the extent to which learners alter their programming behaviour after having taken the course. We are able to link about one third of all FP101x learners to GitHub, the most popular social coding platform to date and contribute a first exploratory analysis of learner behaviour beyond the MOOC platform. A detailed longitudinal analysis of GitHub log traces reveals that (i) more than 8% of engaged learners transfer, and that (ii) most existing transfer learning findings from the classroom setting are indeed applicable in the MOOC setting as well.

Original languageEnglish
Title of host publicationL@S 2016
Subtitle of host publicationProceedings of the 3rd 2016 ACM Conference on Learning @ Scale
Place of PublicationNew York, NY
PublisherAssociation for Computing Machinery (ACM)
Pages409-418
Number of pages10
ISBN (Electronic)978-1-4503-3726-7
DOIs
StatePublished - 25 Apr 2016
Event3rd Annual ACM Conference on Learning at Scale, L@S 2016 - Edinburgh, United Kingdom

Conference

Conference3rd Annual ACM Conference on Learning at Scale, L@S 2016
CountryUnited Kingdom
CityEdinburgh
Period25/04/1626/04/16

ID: 10683294