mooc research: what can we do with big data?
TRANSCRIPT
MOOC RESEARCH: WHAT CAN WE DO WITH BIG DATA?
GARY W. MATKIN, PH.D.
DEAN, CONTINUING EDUCATION, DISTANCE LEARNING, AND SUMMER SESSION
UNIVERSITY OF CALIFORNIA, IRVINE
OPEN EDUCATION CONSORTIUM GLOBAL CONFERENCE
BANFF, ALBERTA, CANADA
THURSDAY, APRIL 23, 2015
What Can MOOCs Tell Us About the Future Of Education?
MOOCs AND BIG DATA: 2014 OVERVIEW
• OpenCourseWare website: 2.7 million page views
• YouTube: 1.5 million visits
• OpenChem: 5.5 million minutes watched
• MOOCs: 1.3 million participants (2013-2015)
UCI’S EXPERIENCE WITH OER• Three channels
• UCI OCW• YouTube• MOOCs (Coursera, Canvas)
UC IRVINE’S OCW• 2014 average visits per month was 27,722
• 2015 monthly average is 53,762 for January – March
• Over 430,000 page views per month
UCI on YouTubeAs of the end of December 2014, UCI’s YouTube channel had received:
• 1.5 million visits
• 13 million minutes watched
UCI MOOCs1.3 MILLION PARTICIPANTS IN COURSERA & COURSERA COURSES (TOTAL AS OF MARCH 2015)
• 249,067 in Career Readiness courses
• 683,146 in Undergraduate courses
• UCI was one of the first Coursera partners to adopt the “always open” format for presenting course sequences.
TYPES OF MOOC RESEARCH• Use of MOOCs
• Impact of MOOCs
• MOOCs and Learning
UCI CAREER READINESS• Majority of students are ages 25-34
• A majority of students are taking the specialization to learn new skills and to advance in their careers
• 40% of responders said they plan on earning a verified certificate
• The majority of responders are from North America (34%), but a large portion are from Europe (26%) and Asia (21%)
• 73% have enrolled in a MOOC
• 60% hold full-time jobs, working 40+ hours a week
• Highly educated: 35% Bachelor’s, 34% Master’s and 6% Ph.D., Law or Medical degree
• 46% had never heard of UCI prior to enrolling in this MOOC
USE OF MOOCS: WHO USES MOOCS• MOOC users are typically
• 25-64 years old• Well educated and economically advantaged• Informal learners• Pursuing a personal interest• Residents of a country other than the U.S.• Male
IMPACT OF MOOCs: GENERAL• Prompts discussion of higher education and its reaction
to technology
• Pushes online education forward on campuses
• Become objects for government policy
• Proved promise for addressing worldwide issue over access and affordability
• MOOCs and academic credit
• MOOCs and credentialing
THE IMPACT OF MOOCs: SPECIFIC (THE FUTURE)• Deserving audiences
• Research objects
• Translations and localizations
UC IRVINE’S CSET OCWOVER 30,000 PAGE VIEWS THE FRIDAY PRIOR TO THE EXAM
MOOCS AND LEARNING• Flipped classroom
• Informal learning
• At risk students
• Universal courses
• Course commons
UC IRVINE’S OPEN CHEMISTRYOver 630,000 views in 2014Over 5.5 million minutes watched in 2014
UC IRVINE’S PRE-BIOLOGY RESEARCH• UCI counseled at-risk,
entering freshmen to take a Pre-Biology MOOC offered through Coursera
• Incentive to complete the course with “Distinction” to transfer into biology as a major more quickly
• 450 UCI students joined 37,000 students who enrolled in the MOOC
• Students who completed the MOOC did significantly better than the two control groups
UCI MATH COURSE RESEARCH• Data includes student grades and final exam scores from
face-to-face, online, and MOOC versions of Pre-Calculus and similar grades and final exam scores in a subsequent Calculus course
• Students in online vs. on-ground Pre-Calculus courses performed comparably on equivalent final exams
• Students in online courses spend more time on task in the course than on-ground students
• MOOC students who opt to use the paid ALEKS software in parallel with the course achieve and complete the course at a higher level than those who did not
• There are no discernible differences in subsequent Calculus course success between students taking on-ground and online courses
BARRIERS TO MOOC RESEARCH• Personally identifiable information (and FERPA)
• Ownership of data
• Messy data
• Intellectual property
THE FUTURE• Collaborative efforts to coordinate research
• Institutional stakes in research
• Replicability
• Dissemination
FOR MORE INFORMATION
Visit UC Irvine’s Open Education Website: http://ocw.uci.edu
Or contact Gary W. Matkin at [email protected]
Download this presentation at www.slideshare.net/garymatkin/oec2015