Abstract

Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.
Original languageEnglish
Title of host publicationProceedings of the 15th ACM International Computing Education Research Conference (ICER '19)
PublisherACM
Publication dateJun 2019
Publication statusAccepted/In press - Jun 2019
MoE publication typeA4 Article in conference proceedings

Fields of Science

  • 516 Educational sciences
  • 113 Computer and information sciences

Cite this

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title = "Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success",
abstract = "Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.",
keywords = "516 Educational sciences, 113 Computer and information sciences",
author = "Juho Leinonen and Petri Ihantola and Antti Leinonen and Henrik Nygren and Jaakko Kurhila and Matti Luukkainen and Arto Hellas",
year = "2019",
month = "6",
language = "English",
booktitle = "Proceedings of the 15th ACM International Computing Education Research Conference (ICER '19)",
publisher = "ACM",
address = "United States",

}

Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success. / Leinonen, Juho; Ihantola, Petri; Leinonen, Antti; Nygren, Henrik; Kurhila, Jaakko; Luukkainen, Matti; Hellas, Arto.

Proceedings of the 15th ACM International Computing Education Research Conference (ICER '19). ACM, 2019.

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

TY - GEN

T1 - Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success

AU - Leinonen, Juho

AU - Ihantola, Petri

AU - Leinonen, Antti

AU - Nygren, Henrik

AU - Kurhila, Jaakko

AU - Luukkainen, Matti

AU - Hellas, Arto

PY - 2019/6

Y1 - 2019/6

N2 - Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.

AB - Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.

KW - 516 Educational sciences

KW - 113 Computer and information sciences

M3 - Conference contribution

BT - Proceedings of the 15th ACM International Computing Education Research Conference (ICER '19)

PB - ACM

ER -

Leinonen J, Ihantola P, Leinonen A, Nygren H, Kurhila J, Luukkainen M et al. Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success. In Proceedings of the 15th ACM International Computing Education Research Conference (ICER '19). ACM. 2019