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The impact of student misconceptions on student persistence in a MOOC
Author(s) -
Chen Chen,
Sonnert Gerhard,
Sadler Philip M.,
Sasselov Dimitar,
Fredericks Colin
Publication year - 2020
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21616
Subject(s) - certificate , persistence (discontinuity) , affect (linguistics) , mathematics education , psychology , massive open online course , test (biology) , set (abstract data type) , online learning , student achievement , online course , academic achievement , computer science , multimedia , paleontology , geotechnical engineering , communication , algorithm , engineering , biology , programming language
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.