Influence of incentives on performance in a pre-college biology MOOC

There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollm...

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Autores principales:	Suhang Jiang, Adrienne E. Williams, Mark Warschauer, Wenliang He, Diane K. O'Dowd
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	MOOCs STEM Redemial Course Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f11066fc5d674fb4a704c150c6d14167
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spelling	oai:doaj.org-article:f11066fc5d674fb4a704c150c6d141672021-12-02T18:03:17ZInfluence of incentives on performance in a pre-college biology MOOC10.19173/irrodl.v15i5.18581492-3831https://doaj.org/article/f11066fc5d674fb4a704c150c6d141672014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1858https://doaj.org/toc/1492-3831 There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory MOOC were explored. University of California at Irvine (UCI) students of all preparation levels, defined by math Scholastic Aptitude Test (SAT) score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology. Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Our results demonstrate that, among course registrants, a higher percentage of UCI students (>60%) completed the course than non-UCI registrants from the general population (<9%). Female UCI students had a greater likelihood of enrolling in the MOOC, but were not different from male students in terms of performance. University students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, before they enter university and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM) courses. Suhang JiangAdrienne E. WilliamsMark WarschauerWenliang HeDiane K. O'DowdAthabasca University PressarticleMOOCsSTEMRedemial CourseSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 5 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs STEM Redemial Course Special aspects of education LC8-6691
spellingShingle	MOOCs STEM Redemial Course Special aspects of education LC8-6691 Suhang Jiang Adrienne E. Williams Mark Warschauer Wenliang He Diane K. O'Dowd Influence of incentives on performance in a pre-college biology MOOC
description	There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory MOOC were explored. University of California at Irvine (UCI) students of all preparation levels, defined by math Scholastic Aptitude Test (SAT) score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology. Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Our results demonstrate that, among course registrants, a higher percentage of UCI students (>60%) completed the course than non-UCI registrants from the general population (<9%). Female UCI students had a greater likelihood of enrolling in the MOOC, but were not different from male students in terms of performance. University students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, before they enter university and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM) courses.
format	article
author	Suhang Jiang Adrienne E. Williams Mark Warschauer Wenliang He Diane K. O'Dowd
author_facet	Suhang Jiang Adrienne E. Williams Mark Warschauer Wenliang He Diane K. O'Dowd
author_sort	Suhang Jiang
title	Influence of incentives on performance in a pre-college biology MOOC
title_short	Influence of incentives on performance in a pre-college biology MOOC
title_full	Influence of incentives on performance in a pre-college biology MOOC
title_fullStr	Influence of incentives on performance in a pre-college biology MOOC
title_full_unstemmed	Influence of incentives on performance in a pre-college biology MOOC
title_sort	influence of incentives on performance in a pre-college biology mooc
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/f11066fc5d674fb4a704c150c6d14167
work_keys_str_mv	AT suhangjiang influenceofincentivesonperformanceinaprecollegebiologymooc AT adrienneewilliams influenceofincentivesonperformanceinaprecollegebiologymooc AT markwarschauer influenceofincentivesonperformanceinaprecollegebiologymooc AT wenlianghe influenceofincentivesonperformanceinaprecollegebiologymooc AT dianekodowd influenceofincentivesonperformanceinaprecollegebiologymooc
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Influence of incentives on performance in a pre-college biology MOOC

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