Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs). Brooks, C., Thompson, C., & Teasley, S. In Proceedings of the Second (2015) ACM Conference on Learning @ Scale, of L@S '15, pages 245–248, Vancouver, BC, March, 2015. Association for Computing Machinery. ![Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs) [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Demographics factors have been used successfully as predictors of student success in traditional higher education systems, but their relationship to achievement in MOOC environments has been largely untested. In this work we explore the predictive power of user demographics compared to learner interaction trace data generated by students in two MOOCs. We show that demographic information offers minimal predictive power compared to activity models, even when compared to models created very early on in the course before substantial interaction data has accrued.
@inproceedings{brooks_who_2015,
address = {Vancouver, BC},
series = {L@{S} '15},
title = {Who {You} {Are} or {What} {You} {Do}: {Comparing} the {Predictive} {Power} of {Demographics} vs. {Activity} {Patterns} in {Massive} {Open} {Online} {Courses} ({MOOCs})},
isbn = {978-1-4503-3411-2},
shorttitle = {Who {You} {Are} or {What} {You} {Do}},
url = {http://doi.org/10.1145/2724660.2728668},
doi = {10.1145/2724660.2728668},
abstract = {Demographics factors have been used successfully as predictors of student success in traditional higher education systems, but their relationship to achievement in MOOC environments has been largely untested. In this work we explore the predictive power of user demographics compared to learner interaction trace data generated by students in two MOOCs. We show that demographic information offers minimal predictive power compared to activity models, even when compared to models created very early on in the course before substantial interaction data has accrued.},
urldate = {2020-09-23},
booktitle = {Proceedings of the {Second} (2015) {ACM} {Conference} on {Learning} @ {Scale}},
publisher = {Association for Computing Machinery},
author = {Brooks, Christopher and Thompson, Craig and Teasley, Stephanie},
month = mar,
year = {2015},
keywords = {activity, demographics, interaction data mining, learning analytics, mooc, predictive modeling, student success},
pages = {245--248}
}
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