Case study: using MOOCs for conventional college coursework |
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| Authors: | Rob Firmin John Whitmer Terrence Willett Elaine D Collins Sutee Sujitparapitaya |
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| Institution: | 1. Kensington, CA, USA;2. Academic Technology Services, Office of the Chancellor, The California State University, Long Beach, CA, USA;3. The Research and Planning Group for California Community Colleges, Berkeley, CA, USA;4. College of Science, San José State University, San Jose, CA, USA;5. Office of Institutional Effectiveness and Analytics, San José State University, San Jose, CA, USA |
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| Abstract: | In Spring 2013 San José State University (SJSU) launched SJSU Plus: three college courses required for most students to graduate, which used massive open online course provider Udacity’s platform, attracting over 15,000 students. Retention and success (pass/fail) and online support were tested using an augmented online learning environment (AOLE) on a subset of 213 students; about one-half matriculated. SJSU faculty created the course content, collaborating with Udacity to develop video instruction, quizzes, and interactive elements. Course log-ins and progression data were combined with surveys and focus groups, with students, faculty, support staff, coordinators, and program leaders as subjects. Logit models used contingency table-tested potential success predictors on all students and five subgroups. Student effort was the strongest success indicator, suggesting criticality of early and consistent student engagement. No statistically significant relationships with student characteristics were found. AOLE support effectiveness was compromised with staff time consumed by the least prepared students. |
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| Keywords: | MOOC San José State University Udacity augmented support augmented online learning environment (AOLE) |
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