Troubleshooters for Tasks of Introductory Programming MOOCs

Learning programming has become more and more popular and organizing introductory massive open online courses (MOOCs) on programming can be one way to bring this education to the masses. While programming MOOCs usually use automated assessment to give feedback on the submitted code, the lack of unde...

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Autores principales:	Marina Lepp, Tauno Palts, Piret Luik, Kaspar Papli, Reelika Suviste, Merilin Säde, Kaspar Hollo, Vello Vaherpuu, Eno Tõnisson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	MOOC open education programming troubleshooting system Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1976537a23fd454ab9d31ccbafc5583b
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spelling	oai:doaj.org-article:1976537a23fd454ab9d31ccbafc5583b2021-12-02T18:02:59ZTroubleshooters for Tasks of Introductory Programming MOOCs10.19173/irrodl.v19i4.36391492-3831https://doaj.org/article/1976537a23fd454ab9d31ccbafc5583b2018-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3639https://doaj.org/toc/1492-3831Learning programming has become more and more popular and organizing introductory massive open online courses (MOOCs) on programming can be one way to bring this education to the masses. While programming MOOCs usually use automated assessment to give feedback on the submitted code, the lack of understanding of certain aspects of the tasks and feedback given by the automated assessment system can be one persistent problem for many participants. This paper introduces troubleshooters, which are help systems, structured like decision trees, for giving hints and examples of certain aspects of the course tasks. The goal of this paper is to give an overview of usability (benefits and dangers) of, and the participants’ feedback on, using troubleshooters. Troubleshooters have been used from the year 2016 in two different programming MOOCs for adults in Estonia. These MOOCs are characterized by high completion rates (50–70%), which is unusual for MOOCs. Data is gathered from the learning analytics integrated into the troubleshooters’ environment, letters from the participants, questionnaires, and tasks conducted through the courses. As it was not compulsory to use troubleshooters, the results indicate that only 19.8% of the users did not use troubleshooters at all and 10% of the participants did not find troubleshooters helpful at all. The main difference that appeared is that the number of questions asked from the organizers about the programming tasks during the courses via helpdesk declined about 29%. Marina LeppTauno PaltsPiret LuikKaspar PapliReelika SuvisteMerilin SädeKaspar HolloVello VaherpuuEno TõnissonAthabasca University PressarticleMOOCopen educationprogrammingtroubleshooting systemSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 4 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC open education programming troubleshooting system Special aspects of education LC8-6691
spellingShingle	MOOC open education programming troubleshooting system Special aspects of education LC8-6691 Marina Lepp Tauno Palts Piret Luik Kaspar Papli Reelika Suviste Merilin Säde Kaspar Hollo Vello Vaherpuu Eno Tõnisson Troubleshooters for Tasks of Introductory Programming MOOCs
description	Learning programming has become more and more popular and organizing introductory massive open online courses (MOOCs) on programming can be one way to bring this education to the masses. While programming MOOCs usually use automated assessment to give feedback on the submitted code, the lack of understanding of certain aspects of the tasks and feedback given by the automated assessment system can be one persistent problem for many participants. This paper introduces troubleshooters, which are help systems, structured like decision trees, for giving hints and examples of certain aspects of the course tasks. The goal of this paper is to give an overview of usability (benefits and dangers) of, and the participants’ feedback on, using troubleshooters. Troubleshooters have been used from the year 2016 in two different programming MOOCs for adults in Estonia. These MOOCs are characterized by high completion rates (50–70%), which is unusual for MOOCs. Data is gathered from the learning analytics integrated into the troubleshooters’ environment, letters from the participants, questionnaires, and tasks conducted through the courses. As it was not compulsory to use troubleshooters, the results indicate that only 19.8% of the users did not use troubleshooters at all and 10% of the participants did not find troubleshooters helpful at all. The main difference that appeared is that the number of questions asked from the organizers about the programming tasks during the courses via helpdesk declined about 29%.
format	article
author	Marina Lepp Tauno Palts Piret Luik Kaspar Papli Reelika Suviste Merilin Säde Kaspar Hollo Vello Vaherpuu Eno Tõnisson
author_facet	Marina Lepp Tauno Palts Piret Luik Kaspar Papli Reelika Suviste Merilin Säde Kaspar Hollo Vello Vaherpuu Eno Tõnisson
author_sort	Marina Lepp
title	Troubleshooters for Tasks of Introductory Programming MOOCs
title_short	Troubleshooters for Tasks of Introductory Programming MOOCs
title_full	Troubleshooters for Tasks of Introductory Programming MOOCs
title_fullStr	Troubleshooters for Tasks of Introductory Programming MOOCs
title_full_unstemmed	Troubleshooters for Tasks of Introductory Programming MOOCs
title_sort	troubleshooters for tasks of introductory programming moocs
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/1976537a23fd454ab9d31ccbafc5583b
work_keys_str_mv	AT marinalepp troubleshootersfortasksofintroductoryprogrammingmoocs AT taunopalts troubleshootersfortasksofintroductoryprogrammingmoocs AT piretluik troubleshootersfortasksofintroductoryprogrammingmoocs AT kasparpapli troubleshootersfortasksofintroductoryprogrammingmoocs AT reelikasuviste troubleshootersfortasksofintroductoryprogrammingmoocs AT merilinsade troubleshootersfortasksofintroductoryprogrammingmoocs AT kasparhollo troubleshootersfortasksofintroductoryprogrammingmoocs AT vellovaherpuu troubleshootersfortasksofintroductoryprogrammingmoocs AT enotonisson troubleshootersfortasksofintroductoryprogrammingmoocs
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Troubleshooters for Tasks of Introductory Programming MOOCs

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