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Journal Article

A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings  pp428-440

Billy Lim, Bryan Hosack, Paul Vogt

© Oct 2012 Volume 10 Issue 4, ICEL 2012, Editor: Paul Lam, pp360 - 440

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Abstract

This paper describes a framework for measuring student learning gains and engagement in a Computer Science 1 (CS 1) / Information Systems 1 (IS 1) course. The framework is designed for a CS1/IS1 course as it has been traditionally taught over the years as well as when it is taught using a new pedagogical approach with Web services. It enables the new approach to be compared with the traditional way of teaching the courses in terms of student self‑assessment of learning gains, student assessment of their engagement with the subject matter, and researcher assessment of student learning gains as measured by performance on a researcher‑designed examination. The framework includes a comprehensive pre‑test and post‑test for students in the control and treatment sections to complete, a common assessment exam module for all students to take, and a faculty survey for the instructors to complete. This enables the researchers to answer many questions regarding the effectiveness of the Web service approach, including “Do students using the Web service approach perform better in the common assessment exam module?” and “Do students and faculty members find the Web service approach more engaging?” Results from the first semester of a 3‑year multi‑university study are discussed.

 

Keywords: learning gains, introductory computing course, web services, learning engagement, SALG

 

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Journal Article

Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners  pp118-130

Lee Yen Chaw, Chun Meng Tang

© Jun 2019 Volume 17 Issue 2, Editor: Antonios Andreatos, Cleo Sgouropoulou and Klimis Ntalianis, pp66 - 172

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Abstract

Today, online learning is prospering from the widely available and easily accessible connection to the Web. Massive open online course (MOOC) platforms such as Coursera, edX, and Udemy have made available several thousands of short courses at several difficulty levels in a wide variety of disciplines, ranging from business, computer science to literature, for learners to select from. Learners who are looking to earn credentials for career advancement or personal interest would find MOOCs attractive not only because of the time and place flexibility these courses offer, but also because of the free enrollment or the very small certificate fee upon completion, as well as the emergent recognition these courses are receiving for their high quality learning delivery from leading educational institutions. Learners who enroll in a MOOC would typically need to participate in various learning activities and complete a few assessment tasks to complete the course. However, it has been commonly reported that the completion rates of MOOCs are low. Based on the common notion that when learners are more motivated to learn, they are likely to better engage in learning and have a higher likelihood to complete a MOOC, this study adopted the Motivation and Engagement Scale (MES) by Martin (2007, 2009) to collect responses from university students to examine whether positive motivation resulted in positive engagement; whether negative motivation resulted in negative engagement; and how positive or negative engagement swayed learners’ inclination to complete a MOOC if they were to enroll in one. Findings show that there was a statistically significant positive relationship between positive motivation and positive engagement, between negative motivation and negative engagement, and between positive engagement and inclination to complete a MOOC. However, the relationship between negative engagement and inclination to complete a MOOC was statistically not significant. Findings of this study can be useful to MOOC providers and learners in their effort to develop strategies to increase completion rates of MOOCs.

 

Keywords: inclination to complete, learning engagement, learning motivation, massive open online course, online learning

 

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Journal Issue

Volume 17 Issue 2 / Jun 2019  pp66‑172

Editor: Antonios Andreatos, Cleo Sgouropoulou, Klimis Ntalianis

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Keywords: e-Learning, distance education, technology enhanced learning, life-long learning, deep and meaningful learning, POGIL, online education, formative assessment, health information management, electronic health records, learning design, learning design tools, learning designer, teacher training , inclination to complete, learning engagement, learning motivation, massive open online course, online learning, Blended Learning, higher education, learner engagement, macro-meso-micro level inquiry, identity theory, audio games, serious games, augmented reality, augmented reality audio, audio interaction, music education, play-to-engage, participatory co-creation, indigenous community engagement, culture

 

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