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Due dates in MOOCs: does stricter mean better?

Published: 04 March 2014 Publication History

Abstract

Massive Open Online Courses (MOOCs) employ a variety of components to engage students in learning (eg. videos, forums, quizzes). Some components are graded, which means that they play a key role in a student's final grade and certificate attainment. It is not yet clear how the due date structure of graded components affects student outcomes including academic performance and alternative modes of learning of students. Using data from HarvardX and MITx, Harvard's and MIT's divisions for online learning, we study the structure of due dates on graded components for 10 completed MOOCs. We find that stricter due dates are associated with higher certificate attainment rates but fewer students who join late being able to earn a certificate. Our findings motivate further studies of how the use of graded components and deadlines affects academic and alternative learning of MOOC students, and can help inform the design of online courses.

References

[1]
Breslow, L., Pritchard, D., DeBoer, J., Stump, G., Ho, A., and Seaton, D. Studying Learning in the Worldwide Classroom: Research into edX's First MOOC. Research & Practice in Assessment 8 (2013), 13--25.
[2]
DeBoer, J., Ho, A. D., Stump, G. S., and Breslow, L. Changing "course": Reconceptualizing educational variables for massive open online courses.
[3]
Kizilcec, R., Piech, C., and Schneider, E. Deconstructing disengagement: analyzing learner subpopulations in massive open online courses, 2013.
[4]
Klapp, A. MOOCs Open Doors for Diverse Student Body. Diversity Journal (2013).
[5]
Nesterko, S. O., Dotsenko, S., Han, Q., Seaton, D., Reich, J., Chuang, I., and Ho, A. D. Evaluating the geographic data in moocs. Neural Information Processing Systems (2013).

Cited By

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  • (2023)Cultivating Active Learning and Learner-Centered Pedagogical Practices on MOOCsMassive Open Online Courses - Current Practice and Future Trends10.5772/intechopen.1001059Online publication date: 5-Apr-2023
  • (2021)Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approachInteractive Learning Environments10.1080/10494820.2021.194656531:6(3951-3970)Online publication date: 28-Jun-2021
  • (2021)The Current Status of Open Education Practices in JapanHandbook for Online Learning Contexts: Digital, Mobile and Open10.1007/978-3-030-67349-9_13(175-182)Online publication date: 30-May-2021
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    cover image ACM Conferences
    L@S '14: Proceedings of the first ACM conference on Learning @ scale conference
    March 2014
    234 pages
    ISBN:9781450326698
    DOI:10.1145/2556325
    Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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    Published: 04 March 2014

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    1. mooc due dates online learning

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    L@S 2014: First (2014) ACM Conference on Learning @ Scale
    March 4 - 5, 2014
    Georgia, Atlanta, USA

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    L@S '14 Paper Acceptance Rate 14 of 38 submissions, 37%;
    Overall Acceptance Rate 117 of 440 submissions, 27%

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    Cited By

    View all
    • (2023)Cultivating Active Learning and Learner-Centered Pedagogical Practices on MOOCsMassive Open Online Courses - Current Practice and Future Trends10.5772/intechopen.1001059Online publication date: 5-Apr-2023
    • (2021)Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approachInteractive Learning Environments10.1080/10494820.2021.194656531:6(3951-3970)Online publication date: 28-Jun-2021
    • (2021)The Current Status of Open Education Practices in JapanHandbook for Online Learning Contexts: Digital, Mobile and Open10.1007/978-3-030-67349-9_13(175-182)Online publication date: 30-May-2021
    • (2019)Study on the influencing factors of online learning effect based on decision tree and recursive feature eliminationProceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning10.1145/3306500.3306509(52-57)Online publication date: 10-Jan-2019
    • (2018)Analysis of MOOC Learning Rhythms2018 IEEE 20th International Conference on High Performance Computing and Communications; IEEE 16th International Conference on Smart City; IEEE 4th International Conference on Data Science and Systems (HPCC/SmartCity/DSS)10.1109/HPCC/SmartCity/DSS.2018.00255(1555-1562)Online publication date: Jun-2018
    • (2017)Effects of Subtitles, Complexity, and Language Proficiency on Learning From Online Education VideosJournal of Media Psychology10.1027/1864-1105/a00020829:1(18-30)Online publication date: Jan-2017
    • (2017)Predicting Student Examinee Rate in Massive Open Online CoursesDatabase Systems for Advanced Applications10.1007/978-3-319-55705-2_27(340-351)Online publication date: 22-Mar-2017
    • (2016)Expert Evaluation of 300 Projects per DayProceedings of the Third (2016) ACM Conference on Learning @ Scale10.1145/2876034.2893384(121-124)Online publication date: 25-Apr-2016
    • (2016)Modeling and Predicting Learning Behavior in MOOCsProceedings of the Ninth ACM International Conference on Web Search and Data Mining10.1145/2835776.2835842(93-102)Online publication date: 8-Feb-2016
    • (2016)PeakVizor: Visual Analytics of Peaks in Video Clickstreams from Massive Open Online CoursesIEEE Transactions on Visualization and Computer Graphics10.1109/TVCG.2015.250530522:10(2315-2330)Online publication date: 1-Oct-2016
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