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Friday, December 6 • 2:20pm - 2:50pm
Patterns of Persistence: What Engages Students in a Remedial English Writing MOOC? (30m)

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This study seeks to identify different types of participation, early predictors of high participation, and learning outcomes in a remedial writing English Massive Open Online Course (MOOC). It is estimated that 75% of students entering US community colleges require remedial education in at least one subject (NCPPHE and SREB, 2010). This need is also significant among students entering baccalaureate institutions and among the workforce. Further, students from around the world —especially those from racially marginalized and low-income populations— from around the world can improve their prospects by developing English communications skills.
The study will examine MOOC logfile data, outcomes from quizzes and peer-reviewed assignments, and pre/post course surveys. Patterns of participation will be identified, adapting the k-means clustering analysis used by Kizilcec, Piech, and Schneider (2013). Multivariate regression will identify early student behaviors that predict higher levels of final participation and improved achievement of learning outcome measures. These findings will be disaggregated by demographic and geographic criteria to identify differences between different student populations. Relevant findings from this statistical analysis will be further explored through qualitative analysis of surveys and discussion forums.
To date, there have been few MOOCs offered in remedial education subjects and little empirical research exists as to their efficacy. Findings from the project are relevant to educators and institutions considering developing MOOCs as an option for the large number of students who are not adequately prepared for college level courses. Additionally, MOOC platform providers and institutions developing other types of courses may benefit from this work.

Friday December 6, 2013 2:20pm - 2:50pm
Meeting Room 12

Attendees (7)