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

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
Titel på gästpublikationICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research
Antal sidor9
UtgivningsortNew York
FörlagACM
Utgivningsdatum30 jul 2019
Sidor279-287
ISBN (elektroniskt)978-1-4503-6185-9
DOI
StatusPublicerad - 30 jul 2019
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangThe fifteenth annual ACM International Computing Education Research (ICER) - Toronto, Kanada
Varaktighet: 11 aug 201914 aug 2019
Konferensnummer: 15
https://icer.acm.org/

Vetenskapsgrenar

  • 516 Pedagogik
  • 113 Data- och informationsvetenskap

Citera det här

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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.",
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author = "Juho Leinonen and Petri Ihantola and Antti Leinonen and Henrik Nygren and Jaakko Kurhila and Matti Luukkainen and Arto Hellas",
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Leinonen, J, Ihantola, P, Leinonen, A, Nygren, H, Kurhila, J, Luukkainen, M & Hellas, A 2019, Admitting Students through an Open Online Course in Programming: A Multi-year Analysis of Study Success. i ICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research. ACM, New York, s. 279-287, The fifteenth annual ACM International Computing Education Research (ICER), Toronto, Kanada, 11/08/2019. https://doi.org/10.1145/3291279.3339417

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.

ICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research. New York : ACM, 2019. s. 279-287.

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

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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.

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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. I ICER '19 - Proceedings of the 2019 ACM Conference on International Computing Education Research. New York: ACM. 2019. s. 279-287 https://doi.org/10.1145/3291279.3339417