Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts.

Sandra Schön; Philipp Leitner; Martin Ebner; Sarah Edelsbrunner; Katharina Hohla

doi:10.1007/978-3-030-93904-5_94

Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts.

Sandra Schön^*, Philipp Leitner, Martin Ebner, Sarah Edelsbrunner, Katharina Hohla

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beitrag in Buch/Bericht/Konferenzband › Beitrag in einem Konferenzband › Begutachtung

Abstract

Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.

Originalsprache	englisch
Titel	Mobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021
Untertitel	ICL 2021. Lecture Notes in Networks and Systems,
Redakteure/-innen	Michael E. Auer, Hanno Hortsch, Oliver Michler, Thomas Köhler
Herausgeber (Verlag)	Springer, Cham
Seiten	972-983
Seitenumfang	12
Band	389
ISBN (Print)	9783030939038
DOIs	https://doi.org/10.1007/978-3-030-93904-5_94
Publikationsstatus	Veröffentlicht - Jan. 2022
Veranstaltung	24th International Conference on Interactive Collaborative Learning: ICL 2021 - Dresden, Deutschland Dauer: 22 Sept. 2021 → 24 Sept. 2021

Publikationsreihe

Name	Lecture Notes in Networks and Systems
Band	389 LNNS
ISSN (Print)	2367-3370
ISSN (elektronisch)	2367-3389

Konferenz

Konferenz	24th International Conference on Interactive Collaborative Learning
Kurztitel	ICL 2021
Land/Gebiet	Deutschland
Ort	Dresden
Zeitraum	22/09/21 → 24/09/21

ASJC Scopus subject areas

Signalverarbeitung
Steuerungs- und Systemtechnik
Computernetzwerke und -kommunikation

UN SDGs

Dieser Output leistet einen Beitrag zu folgendem(n) Ziel(en) für nachhaltige Entwicklung

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10.1007/978-3-030-93904-5_94

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Schön, S., Leitner, P., Ebner, M., Edelsbrunner, S., & Hohla, K. (2022). Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. in M. E. Auer, H. Hortsch, O. Michler, & T. Köhler (Hrsg.), Mobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021: ICL 2021. Lecture Notes in Networks and Systems, (Band 389, S. 972-983). (Lecture Notes in Networks and Systems; Band 389 LNNS). Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_94

Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. / Schön, Sandra ; Leitner, Philipp ; Ebner, Martin et al.
Mobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021: ICL 2021. Lecture Notes in Networks and Systems,. Hrsg. / Michael E. Auer; Hanno Hortsch; Oliver Michler; Thomas Köhler. Band 389 Springer, Cham, 2022. S. 972-983 (Lecture Notes in Networks and Systems; Band 389 LNNS).

Publikation: Beitrag in Buch/Bericht/Konferenzband › Beitrag in einem Konferenzband › Begutachtung

Schön, S , Leitner, P , Ebner, M , Edelsbrunner, S & Hohla, K 2022, Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. in ME Auer, H Hortsch, O Michler & T Köhler (Hrsg.), Mobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021: ICL 2021. Lecture Notes in Networks and Systems,. Bd. 389, Lecture Notes in Networks and Systems, Bd. 389 LNNS, Springer, Cham, S. 972-983, 24th International Conference on Interactive Collaborative Learning, Dresden, Deutschland, 22/09/21. https://doi.org/10.1007/978-3-030-93904-5_94

Schön S , Leitner P , Ebner M , Edelsbrunner S , Hohla K. Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. in Auer ME, Hortsch H, Michler O, Köhler T, Hrsg., Mobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021: ICL 2021. Lecture Notes in Networks and Systems,. Band 389. Springer, Cham. 2022. S. 972-983. (Lecture Notes in Networks and Systems). doi: 10.1007/978-3-030-93904-5_94

Schön, Sandra ; Leitner, Philipp ; Ebner, Martin et al. / Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. Mobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021: ICL 2021. Lecture Notes in Networks and Systems,. Hrsg. / Michael E. Auer ; Hanno Hortsch ; Oliver Michler ; Thomas Köhler. Band 389 Springer, Cham, 2022. S. 972-983 (Lecture Notes in Networks and Systems).

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abstract = "Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.",

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AU - Hohla, Katharina

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N2 - Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.

AB - Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.

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Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts.

Abstract

Publikationsreihe

Konferenz

ASJC Scopus subject areas

UN SDGs

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