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Researching for better instructional methods using AB experiments in MOOCs: results and challenges
Zhongzhou Chen1, Christopher Chudzicki1, Daniel Palumbo1
11Massachusetts Institute of Technology, room 26-321, 77 Massachusetts Avenue, Cambridge, MA 02139 USA.
Research and Practice in Technology Enhanced Learning
|January 8, 2019
Summary
Deliberate practice activities (DPAs) in online courses improved learning speed but not problem-solving skills. Instructor video improvements boosted student engagement but not learning outcomes.
Area of Science:
- Educational Technology
- Online Learning
- Physics Education
Background:
- Massive Open Online Courses (MOOCs) offer scalable platforms for education.
- AB experiments are valuable for optimizing online learning interventions.
- Assessing the effectiveness of specific pedagogical strategies in MOOCs is crucial.
Purpose of the Study:
- To evaluate the impact of deliberate practice activities (DPAs) on problem-solving expertise in MOOCs.
- To assess the effect of instructor video presentation on student engagement and learning.
- To explore the utility and challenges of conducting AB experiments in MOOC environments.
Main Methods:
- Conducted two AB experiments within a MOOC setting, comparing treatment and control groups.
- Experiment 1: Assessed interactive (drag-and-drop) vs. multiple-choice DPAs for physics problem-solving.
- Experiment 2: Evaluated a revised video shooting setting for instructor delivery.
Main Results:
- Interactive DPAs led to faster learning compared to multiple-choice formats, but neither improved traditional physics problem-solving performance over standard homework.
- Improved instructor video fluency enhanced student engagement but did not significantly impact learning outcomes.
- MOOC AB experiments show potential but face challenges like student variability and open-book assessments.
Conclusions:
- While DPAs can accelerate learning in specific formats, their impact on deep problem-solving expertise in MOOCs requires further investigation.
- Optimizing instructor presentation can enhance student engagement, a key factor in online learning persistence.
- Addressing MOOC-specific challenges is essential for effective AB experimental design and reliable educational research.
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