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

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

Abstrakti

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.
Alkuperäiskielienglanti
OtsikkoICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research
Sivumäärä9
JulkaisupaikkaNew York
KustantajaACM
Julkaisupäivä30 heinäk. 2019
Sivut279-287
ISBN (elektroninen)978-1-4503-6185-9
DOI - pysyväislinkit
TilaJulkaistu - 30 heinäk. 2019
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaThe fifteenth annual ACM International Computing Education Research (ICER) - Toronto, Kanada
Kesto: 11 elok. 201914 elok. 2019
Konferenssinumero: 15
https://icer.acm.org/

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