Exploring Important Motivation Drivers for Completion of Massive Open Online Courses by Bayesian Hierarchical Logistic Regression Model

2019 ◽  
Author(s):  
Lingzi Wei ◽  
Fumiyo N. Kondo
Keyword(s):  
Logistic Regression ◽  
Regression Model ◽  
Logistic Regression Model ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Bayesian Hierarchical ◽  
Hierarchical Logistic Regression

IDENTIFYING FACTORS THAT INFLUENCE STUDENTS ' DROPOUTS FROM MOOC COURSES

2020 ◽  
Vol 5 (12) ◽  
pp. 4-16
Author(s):  
T. A. BOYKO ◽  
◽  
P. D. IVANOV ◽  
Keyword(s):  
Logistic Regression ◽  
Distance Learning ◽  
Random Forest ◽  
Decision Trees ◽  
Online Courses ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Classification Models ◽  
Educational Content ◽  
Massive Open Online

The article considers one of the most popular forms of distance learning – massive open online courses (MOOC). The number of educational content, as well as universities and platforms that develop and provide access to courses, is constantly growing. The relevance of the work is due to the fact that according to various estimates, only 5-13% of students who have signed up for MOOC courses are trained to the end. The aim of the work is to determine the quantitative variables that affect the proportion of students who complete the course. To solve this problem, classification models are used: the model of logistic regression, decision trees and random forest. The obtained results can be used to improve the educational process in online courses.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

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