The impact of student misconceptions on student persistence in a MOOC |
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| Authors: | Chen Chen Gerhard Sonnert Philip M Sadler Dimitar Sasselov Colin Fredericks |
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| Institution: | 1. Science Education Department, Harvard-Smithsonian Center for Astrophysics, Cambridge, Massachusetts;2. Astronomy Department, Harvard-Smithsonian Center for Astrophysics, Cambridge, MA;3. HarvardX, Harvard University, Cambridge, Massachusetts |
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| Abstract: | Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open to anyone with computer access and rarely have prerequisite requirements, the range of student backgrounds can be far more varied than in conventional classroom-based courses. Prior studies have shown that misconceptions have a huge impact on students' learning performance; however, no study has empirically examined the relationship between misconceptions and learning persistence. This study of 12,913 MOOC-takers examines how students' misconceptions about the upcoming course material affect course completion. Using a survival analysis approach, we found that, controlling for the score in a pre-course test, students holding more misconceptions had a higher dropout rate at the start of the course, an effect that diminished over time. Other student variables were found to have a positive impact on survival that persisted throughout the entire course: U.S. location, higher age, an intention to complete, better English skills, prior familiarity with the subject, motivation to earn a certificate, and score and time spent on the previous problem set (homework). By contrast, student gender, education level, number of previous MOOCs completed, and motivation to participate in online discussion forums did not affect survival. |
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| Keywords: | conceptual change misconceptions science education technology education/software design |
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