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Learning transfer : Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice. / Chen, Guanliang; Davis, D.J.; Hauff, Claudia; Houben, Geert Jan.

L@S 2016: Proceedings of the 3rd 2016 ACM Conference on Learning @ Scale. New York, NY : Association for Computing Machinery (ACM), 2016. p. 409-418.

Research output: Chapter in Book/Conference proceedings/Edited volumeConference contributionScientificpeer-review

Harvard

Chen, G, Davis, DJ, Hauff, C & Houben, GJ 2016, Learning transfer: Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice. in L@S 2016: Proceedings of the 3rd 2016 ACM Conference on Learning @ Scale. Association for Computing Machinery (ACM), New York, NY, pp. 409-418, 3rd Annual ACM Conference on Learning at Scale, L@S 2016, Edinburgh, United Kingdom, 25/04/16. https://doi.org/10.1145/2876034.2876035

APA

Chen, G., Davis, D. J., Hauff, C., & Houben, G. J. (2016). Learning transfer: Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice. In L@S 2016: Proceedings of the 3rd 2016 ACM Conference on Learning @ Scale (pp. 409-418). Association for Computing Machinery (ACM). https://doi.org/10.1145/2876034.2876035

Vancouver

Chen G, Davis DJ, Hauff C, Houben GJ. Learning transfer: Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice. In L@S 2016: Proceedings of the 3rd 2016 ACM Conference on Learning @ Scale. New York, NY: Association for Computing Machinery (ACM). 2016. p. 409-418 https://doi.org/10.1145/2876034.2876035

Author

Chen, Guanliang ; Davis, D.J. ; Hauff, Claudia ; Houben, Geert Jan. / Learning transfer : Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice. L@S 2016: Proceedings of the 3rd 2016 ACM Conference on Learning @ Scale. New York, NY : Association for Computing Machinery (ACM), 2016. pp. 409-418

BibTeX

@inproceedings{5e0194bd8b9243cca80c6c5aed74be5e,
title = "Learning transfer: Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice",
abstract = "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.",
author = "Guanliang Chen and D.J. Davis and Claudia Hauff and Houben, {Geert Jan}",
year = "2016",
month = apr,
day = "25",
doi = "10.1145/2876034.2876035",
language = "English",
pages = "409--418",
booktitle = "L@S 2016",
publisher = "Association for Computing Machinery (ACM)",
address = "United States",
note = "3rd Annual ACM Conference on Learning at Scale, L@S 2016 ; Conference date: 25-04-2016 Through 26-04-2016",

}

RIS

TY - GEN

T1 - Learning transfer

T2 - 3rd Annual ACM Conference on Learning at Scale, L@S 2016

AU - Chen, Guanliang

AU - Davis, D.J.

AU - Hauff, Claudia

AU - Houben, Geert Jan

PY - 2016/4/25

Y1 - 2016/4/25

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84969941472&partnerID=8YFLogxK

U2 - 10.1145/2876034.2876035

DO - 10.1145/2876034.2876035

M3 - Conference contribution

AN - SCOPUS:84969941472

SP - 409

EP - 418

BT - L@S 2016

PB - Association for Computing Machinery (ACM)

CY - New York, NY

Y2 - 25 April 2016 through 26 April 2016

ER -

ID: 10683294