Multiple approaches to learners’ success and factors affecting it in computer programming MOOCs
Kuupäev
2024-07-11
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Tehnoloogia areng nõuab inimestelt uusi teadmisi ja oskuseid ning üheks oskuseks, mida praegusel ajal vajatakse, on programmeerimine. Üheks võimaluseks uute oskuste, sh programmeerimise, õppimise alustamiseks on vaba juurdepääsuga e-kursused (ingl massive open online course, MOOC). Probleemiks on aga see, et suurem osa MOOCidel osalejatest ei ole edukad. Õppijate edu saab vaadata erinevalt ning selles lõputöös oli üheks edu käsitluseks kursuse lõpetamine ning teiseks see, kas õppijad teevad kursusel nii palju või enam, kui nad on kavatsenud teha. Selle lõputöö eesmärk oli välja selgitada, millised tegurid ja kuidas need mõjutavad õppijate edu programmeerimise MOOCidel. Kavatsustest lähtuv edu ja edu mõjutavad tegurid on teaduskirjanduses alauuritud valdkond. Selles lõputöös valiti edu mõjutavateks teguriteks ootuste-väärtuste motivatsiooniteooria põhjal õppijate taustategurid, motivatsioon, kaasatus (ingl engagement), aja ja MOOCi tegevuste kasutamine ning sooritus (ingl performance). Tulemuste kohaselt oli väljalangejate arv suurim MOOCide alguses ja kursuse lõpupoole enne projekti. Kursuse lõpetamist mõjutasid aja ja kursuse tegevuste kasutamine ning sooritus. Kavatsustest lähtuvat edu mõjutasid õppijate haridustase, eelnev kogemus kursuse teema ning veebipõhise õppega, kursuselt saadava tunnistuse kasulikkus (motivatsioon) ning õppematerjalides olevate lisamaterjalide kasutamine (kaasatus). Selle lõputöö ja varasema kirjanduse tulemustest koostati mudel, mis sisaldas kahte õppijate edu lähenemist ning neid mõjutavaid tegureid. See uurimus laiendab õppijate edu käsitlust teaduskirjanduses, eriti õppijate kavatsustel põhineva edu osas. Tulemused on kasulikud MOOCide korraldajatele, et mõista paremini kursusel osalejate käitumist ja toetusvajadust nende edu taustal ning anda sisendit selleks, et MOOCe kuluefektiivsemaks muuta.
Advances in technology require people to acquire new skills, and one of the needed skills is programming. Massive Open Online Courses (MOOCs) are one possibility to start learning new skills, including programming. However, the problem is that most of the learners in MOOCs are not successful. Learners’ success can be defined in multiple ways. In this thesis, one definition was related to course completion and the second one with learners’ intentions related to the MOOC. The aim of this thesis was to determine which and how different factors affect learners’ success in computer programming MOOCs. Intention based success and factors affecting learners’ success are understudied area in the scientific literature. In this thesis, following factors were selected based on the expectancy-value motivation theory to study the influence on learners’ success: learners’ background characteristics and previous experience, motivation, engagement, use of time and MOOC activities, and performance. According to the results, the highest dropout rate was at the beginning of the MOOCs and towards the end before the project. Course completion was influenced by performance, use of time and course activities. The success based on intentions was affected by the learners’ education level, previous experience with the course topic and online learning, the usefulness of the certificate (motivation) and the use of additional materials in the reading materials (engagement). A model was created based on the results of this thesis and previous literature. It included two approaches to learners’ success and the factors influencing these. This research expands the literature on learner success, particularly success based on learner intentions. The results are useful for MOOC organisers to better understand course participants' behaviour and support needs and provide input to make MOOCs more cost-effective.
Advances in technology require people to acquire new skills, and one of the needed skills is programming. Massive Open Online Courses (MOOCs) are one possibility to start learning new skills, including programming. However, the problem is that most of the learners in MOOCs are not successful. Learners’ success can be defined in multiple ways. In this thesis, one definition was related to course completion and the second one with learners’ intentions related to the MOOC. The aim of this thesis was to determine which and how different factors affect learners’ success in computer programming MOOCs. Intention based success and factors affecting learners’ success are understudied area in the scientific literature. In this thesis, following factors were selected based on the expectancy-value motivation theory to study the influence on learners’ success: learners’ background characteristics and previous experience, motivation, engagement, use of time and MOOC activities, and performance. According to the results, the highest dropout rate was at the beginning of the MOOCs and towards the end before the project. Course completion was influenced by performance, use of time and course activities. The success based on intentions was affected by the learners’ education level, previous experience with the course topic and online learning, the usefulness of the certificate (motivation) and the use of additional materials in the reading materials (engagement). A model was created based on the results of this thesis and previous literature. It included two approaches to learners’ success and the factors influencing these. This research expands the literature on learner success, particularly success based on learner intentions. The results are useful for MOOC organisers to better understand course participants' behaviour and support needs and provide input to make MOOCs more cost-effective.
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