Abstract
Massive Open Online Courses (MOOCs)-in part, because of their free, flexible, and relatively anonymous nature—may provide a means for helping overcome the large gender gap in Computer Science (CS). This study examines why women and men chose to enroll in a CS MOOC and how this is related to successful behavior in the course by (a) using k-means clustering to explore the reasons why women and men enrolled in this MOOC and then (b) analyzing if these reasons are related to forum participation and, ultimately, persistence in the course. Findings suggest that women and men have different reasons for taking this CS MOOC, and they persist at different rates, an outcome that is moderated by forum participation.
| Original language | English (US) |
|---|---|
| Article number | 18 |
| Journal | ACM Transactions on Computing Education |
| Volume | 18 |
| Issue number | 4 |
| DOIs | |
| State | Published - Sep 2018 |
Fingerprint
Keywords
- Android app development
- Forum participation
- Gender gap
- Learning goals
ASJC Scopus subject areas
- Computer Science(all)
- Education
Cite this
How do gender, learning goals, and forum participation predict persistence in a computer science MOOC? / Crues, R. Wes; Henricks, Genevieve M.; Perry, Michelle; Bhat, Suma; Anderson, Carolyn J.; Shaik, Najmuddin; Angrave, Lawrence.
In: ACM Transactions on Computing Education, Vol. 18, No. 4, 18, 09.2018.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - How do gender, learning goals, and forum participation predict persistence in a computer science MOOC?
AU - Crues, R. Wes
AU - Henricks, Genevieve M.
AU - Perry, Michelle
AU - Bhat, Suma
AU - Anderson, Carolyn J.
AU - Shaik, Najmuddin
AU - Angrave, Lawrence
PY - 2018/9
Y1 - 2018/9
N2 - Massive Open Online Courses (MOOCs)-in part, because of their free, flexible, and relatively anonymous nature—may provide a means for helping overcome the large gender gap in Computer Science (CS). This study examines why women and men chose to enroll in a CS MOOC and how this is related to successful behavior in the course by (a) using k-means clustering to explore the reasons why women and men enrolled in this MOOC and then (b) analyzing if these reasons are related to forum participation and, ultimately, persistence in the course. Findings suggest that women and men have different reasons for taking this CS MOOC, and they persist at different rates, an outcome that is moderated by forum participation.
AB - Massive Open Online Courses (MOOCs)-in part, because of their free, flexible, and relatively anonymous nature—may provide a means for helping overcome the large gender gap in Computer Science (CS). This study examines why women and men chose to enroll in a CS MOOC and how this is related to successful behavior in the course by (a) using k-means clustering to explore the reasons why women and men enrolled in this MOOC and then (b) analyzing if these reasons are related to forum participation and, ultimately, persistence in the course. Findings suggest that women and men have different reasons for taking this CS MOOC, and they persist at different rates, an outcome that is moderated by forum participation.
KW - Android app development
KW - Forum participation
KW - Gender gap
KW - Learning goals
UR - http://www.scopus.com/inward/record.url?scp=85051488362&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85051488362&partnerID=8YFLogxK
U2 - 10.1145/3152892
DO - 10.1145/3152892
M3 - Article
AN - SCOPUS:85051488362
VL - 18
JO - ACM Transactions on Computing Education
JF - ACM Transactions on Computing Education
SN - 1946-6226
IS - 4
M1 - 18
ER -