https://orcid.org/0000-0001-7809-2978
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Abstract
This study aimed to understand the relationship between course activities and learning progress among students enrolled in the MicroMasters certificate program offered in an affordable MOOC-based learning platform. In order to capture the relationship, the differences between the engagement patterns of learners in the MicroMasters program compared to a non-degree MOOC were examined by utilizing machine-learning (ML) techniques in the clickstream database. The ML analyses revealed discrepancies in activity patterns and progress rates of students enrolled in MicroMaster and MOOC courses. The findings can further support optimizing the program’s design to enhance learners’ engagement and improve the overall completion rates.
Additional information
Notes on contributors
Farahnaz Soleimani
Farahnaz Soleimani is a Research Scientist at the Center for 21st Century Universities (C21U) with an interest in interdisciplinary fields. She earned her Ph.D. and Master’s degree in Civil Engineering from the Georgia Institute of Technology with a focus on applied data science and statistics. Her emphasis is on the application of machine learning techniques, data analysis, and learning analytics.
Jeonghyun Lee
Jeonghyun Lee is a Director of Research in Education Innovation at Georgia Institute of Technology’s Center for 21st Century Universities (C21U). Based on her background as a learning scientist, she is interested in how the application of technology facilitates effective learning as well as student success in higher education settings. She earned her Ph.D. degree in educational psychology.
Meryem Yilmaz Soylu
Meryem Yilmaz Soylu is a Research Scientist at the Center for 21st Century Universities (C21U). She holds a Ph.D. in Educational Psychology and a master’s degree in Instructional Technology. Her main research interest lies in investigating the impact of self-regulation and motivational processes in writing, learning, and video gaming within various media, including online, blended, and face-to-face learning environments.