The different relationships between engagement and outcomes across participant subgroups in Massive Open Online Courses

摘要: Abstract Previous research has found that early engagement in MOOCs (e.g., watching lectures, contributing to discussion forums, and submitting assignments) can be used predict course completion grade, which may help instructors administrators identify at-risk participants target interventions. However, most of these analyses have only focused on the average relationships between achievement, mask important heterogeneity among participant subgroups MOOCs. This study examines how relationship achievement vary across four common behaviorally identified (“disengagers,” “auditors,” “quiz-takers,” “all-rounders”) three MOOC courses offered Coursera platform. For each subgroups, we measures behavioral cognitive from first half ten-week two outcomes: grade overall lecture coverage. Results indicate same measure oppositely associated with for different some one subgroup but not another. These findings provide insight into both benefits complexity studying patterns data suggestions improvement identification