On the Influence of Grades on Learning Behavior of Students in MOOCs
Article No.: 39, Pages 1 - 4
Abstract
MOOCs (Massive Open Online Courses) frequently use grades to calculate whether a student passes the course. To better understand how student behavior is influenced by grade feedback, we conduct a study on the changes of certified students' behavior before and after they have received their grade. We use observational student data from two MITx MOOCs to examine student behavior before and after a grade is released and calculate the difference (the delta-activity). We then analyze the changes in the delta-activity distributions across all graded assignments a we observe that the variation in delta-activity decreases as grade decreases, with students who have the lowest grade exhibiting little or no change in weekly activity. This trend persists throughout each course, in all course offerings, suggesting that a change in grade does not correlate with a change in the behavior of certified MOOC students.
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Deborah L. Butler and Philip H. Winne. 1995. Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research 65, 3 (1995), 245--281.
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Published In
June 2019
386 pages
ISBN:9781450368049
DOI:10.1145/3330430
Copyright � 2019 Owner/Author.
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.
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Association for Computing Machinery
New York, NY, United States
Publication History
Published: 24 June 2019
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L@S '19
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L@S '19 Paper Acceptance Rate 24 of 70 submissions, 34%;
Overall Acceptance Rate 117 of 440 submissions, 27%
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