What affects permanence in a MOOC about Chemistry? 114 64

Authors

  • Gabriela Perry Universidade Federal do Rio Grande do Sul, Brazil Author
    • Henrique Padovani Universidade Federal do Rio Grande do Sul, Brazil Author
      • Napoliana Souza Universidade Federal do Rio Grande do Sul, Brazil Author
        • Paola Rossatto Universidade Federal do Rio Grande do Sul, Brazil Author

          DOI:

          https://doi.org/10.31686/ijier.vol7.iss3.1315

          Keywords:

          MOOC, permanence, dropout

          Abstract

          In this paper we analyze what influences the permanence of 1606 students in a MOOC on General Chemistry, using navigation records (log files). Permanence – quantified as the amount of course items viewed and tests completed – was compared regarding the following parameters: (1) showing the correct answers after completing evaluative questionnaires; (2) offering certificates of completion; (3) allowing non-linear navigation (free browsing). Results from the Mann Whitney tests revealed that offering a certificate and showing the correct answer to test questions influence the permanence. However, when considering a smaller cut of students - those who completed at least 30% of the activities - none of the parameters influenced permanence. From these results, it can be argued that these two configuration parameters are relevant in relation to permanence, since they are an incentive for students who perform fewer activities, and therefore are those who are at greater risk of evading.

          Author Biographies

          • Gabriela Perry, Universidade Federal do Rio Grande do Sul, Brazil

            Graduate Program of Informatics in Education

          • Henrique Padovani, Universidade Federal do Rio Grande do Sul, Brazil

            Graduate student of Physics Engineering 

          • Napoliana Souza, Universidade Federal do Rio Grande do Sul, Brazil

            Doctoral student

          • Paola Rossatto, Universidade Federal do Rio Grande do Sul, Brazil

            Doctoral student

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          Published

          2019-03-01

          Issue

          Vol. 7 No. 3 (2019): International Journal for Innovation Education and Research

          Section

          Journal Articles

          License

          Copyright (c) 2019 Gabriela Perry, Henrique Padovani, Napoliana Souza, Paola Rossatto

          Creative Commons License

          This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

          Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.

          How to Cite

          Perry, G., Padovani, H., Souza, N., & Rossatto, P. (2019). What affects permanence in a MOOC about Chemistry? International Journal for Innovation Education and Research, 7(3), 19-29. https://doi.org/10.31686/ijier.vol7.iss3.1315