Programmeerimise e-kursusel osalejate küsimuste analüüs ja selle põhjal murelahendajate koostamine
Abstract
Tartu Ülikooli arvutiteaduse instituut korraldas 2015/2016. õppeaastal programmeerimise MOOCe (vaba ligipääsuga ja osalejate arvu poolest suuremahuline tasuta e-kursus), kus osalejatel oli e-kirjade vahendusel võimalik oma küsimustele kursuse korraldajatelt tagasisidet saada. Sügissemestril toimunud MOOCi „Programmeerimisest maalähedaselt“ osalejate poolt saadetud e-kirjad sisaldasid aga palju korduma kippuvaid küsimusi. Käesoleva bakalaureusetöö eesmärk on kevadsemestril toimuvate MOOCide osalejate korduma kippuvaid küsimusi ennetada ja sellega vähendada laekuvate e-kirjade arvu. Selleks analüüsiti esmalt osalejate e-kirjades sisalduvaid küsimusi ja saadud tulemused liigitati juhendajatega kooskõlastatud kategooriatesse. Liigitatud andmete analüüsi tulemusena selgitati välja osalejate poolt tehtavad korduvad vead. Väljaselgitatud korduvatest vigadest lähtuvalt koostati ülesannete kohta käivate vihjete kogumid ehk murelahendajad. Murelahendajad abistasid kevadsemestril toimuvates MOOCides vihjete kaudu osalejaid ning püüdsid ennetada neil tekkida võivaid küsimusi. Sügis- ja kevadsemestril toimunud MOOCide „Programmeerimisest maalähedaselt“ käigus laekunud e-kirjade arvu võrdlus näitas, et pärast murelahendajate kasutuselevõttu vähenes e-kirjade arv märkimisväärselt.
The Institute of Computer Science of the University of Tartu held programming MOOC-s (Massive Open Online Course) in the 2015/2016 learning year, where participants had the option to ask for feedback from the organizers of the course via e-mail. The e-mails sent by the participants of the autumn semester MOOC “About Programming” included many frequently asked questions. The objective of this bachelor’s thesis is to obviate the questions of the following spring semester’s MOOCs participants and thus reduce the number of e-mails received. To achieve this objective, the questions within the participants’ e-mails were analysed and the results were classified into categories which had been co-ordinated with instructors. As a result of the data analysis process, the participants’ frequently asked questions were extracted. Troubleshooters were created based on the extracted frequently asked questions. The troubleshooters were meant to help the participants of the spring-semesters’ MOOCs through collections of hints and obviate questions those participants might have during aforementioned MOOCs. A comparison between the number of e-mails received in the autumn and spring semesters in the MOOC “About Programming” showed that after the implementation of troubleshooters the number of e-mails decreased significantly.
The Institute of Computer Science of the University of Tartu held programming MOOC-s (Massive Open Online Course) in the 2015/2016 learning year, where participants had the option to ask for feedback from the organizers of the course via e-mail. The e-mails sent by the participants of the autumn semester MOOC “About Programming” included many frequently asked questions. The objective of this bachelor’s thesis is to obviate the questions of the following spring semester’s MOOCs participants and thus reduce the number of e-mails received. To achieve this objective, the questions within the participants’ e-mails were analysed and the results were classified into categories which had been co-ordinated with instructors. As a result of the data analysis process, the participants’ frequently asked questions were extracted. Troubleshooters were created based on the extracted frequently asked questions. The troubleshooters were meant to help the participants of the spring-semesters’ MOOCs through collections of hints and obviate questions those participants might have during aforementioned MOOCs. A comparison between the number of e-mails received in the autumn and spring semesters in the MOOC “About Programming” showed that after the implementation of troubleshooters the number of e-mails decreased significantly.