Physics Instructional Resource Usage by High-, Medium-, and Low-Skilled MOOC Students

• Trevor A. Balint ^[1] ; Raluca Teodorescu ^[2] ; Kimberly Colvin ^[3] ; Youn-Jeng Choi ^[5] ; David Pritchard ^[4]
  1. [1] George Washington University

     George Washington University

     Estados Unidos

     
  2. [2] Montgomery College

     Montgomery College

     Estados Unidos

     
  3. [3] University at Albany, State University of New York

     University at Albany, State University of New York

     City of Albany, Estados Unidos

     
  4. [4] Massachusetts Institute of Technology

     Massachusetts Institute of Technology

     City of Cambridge, Estados Unidos

     
  5. [5] University of Alabama

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• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 55, Nº. 4, 2017, págs. 222-225
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.