Registered learners in programming MOOCs using Codeboard show greater engagement than anonymous learners, compiling and executing code more times per access¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Registered learners compiled code more times per access (2.059 vs 1.168) and executed code more times per access (1.449 vs 0.991) than anonymous learners. → Gallego-Romero 2020

Evidence¶

Gallego-Romero 2020¶

Gallego-Romero, J.M., Alario-Hoyos, C., Estévez-Ayres, I. et al. (2020). Analyzing learners' engagement and behavior in MOOCs on programming with the Codeboard IDE. Education Tech Research Dev 68, 2505–2528 (2020). https://doi.org/10.1007/s11423-020-09773-6

q2 · i? · associational · r1

Observational log analysis of 2,126 accesses and 5,110 actions collected from a modified local Codeboard installation across three Java MOOCs on edX. The article reports "this ratio was much higher, 2.059" for registered learners, and executions/accesses of 0.991 vs 1.449 (Table 2).

"A ratio of 1.168 was obtained for anonymous learners dividing number of compilations between number of accesses, while this ratio was much higher, 2.059, in the case of registered learners."

Discussion¶

Related Claims¶

• Registered learners have a higher ratio of compilation errors to total compilations, consistent with deeper code modification — related
• Registered learners perform more actions and spend more time per Codeboard working session than anonymous learners — related
• Registered learners modify the teacher-provided base code more than anonymous learners, both in share of sessions and in Levenshtein distance — related
• When comparing only sessions in which the base code was actually modified, there are no significant differences between anonymous and registered learners in actions or time per session — related