Do professors matter? Using an A/B test to evaluate the impact of instructor involvement on MOOC student outcomes

Jonathan H. Tomkin, Donna Charlevoix

Research output: Contribution to conferencePaperpeer-review

Abstract

This research investigates the impact professors, and other instructional staff, have on student content knowledge acquisition in a physical science MOOC offered through the University of Illinois at Urbana-Champaign. An A/B test was used to randomly assign MOOC participants in either a control group (with no instructional interaction) or an intervention group (in which the professor and teaching assistants responded to comments in the discussion and complied summary weekly feedback statements) to identify the differences in learning outcomes, participation rates, and student satisfaction. The study found that instructor intervention had no statistically significant impact on overall completion rates, overall badge acquisition rates, student participation rates, or satisfaction with the course, but did (p<0.05) lead to a higher rate of forum badge completion, an area that was targeted by the intervention.

Original languageEnglish (US)
Pages71-77
Number of pages7
DOIs
StatePublished - 2014
Event1st ACM Conference on Learning at Scale, L@S 2014 - Atlanta, GA, United States
Duration: Mar 4 2014Mar 5 2014

Other

Other1st ACM Conference on Learning at Scale, L@S 2014
CountryUnited States
CityAtlanta, GA
Period3/4/143/5/14

Keywords

  • A/B testing
  • Collaborative learning
  • MOOC

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Software

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