MASSIVE OPEN ON-LINE COURSES IN ENGINEERING
description
Transcript of MASSIVE OPEN ON-LINE COURSES IN ENGINEERING
![Page 1: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/1.jpg)
1
MASSIVE OPEN ON-LINE COURSES
IN ENGINEERINGN. AL-MUTAWALY, MOHAWK COLLEGE, HAMILTON, ONTARIO
M. PICZAK, MOHAWK COLLEGE, HAMILTON, ONTARIO
![Page 2: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/2.jpg)
2
MOOCs in Engineering
Remote delivery/Distance/Blended Asynchronous/SynchronousMOOC:
M: “massive” class cohortsO: “open” to anyone often with no prereq’s.O: “on-line” delivery typically asynchronousC: “courses” collection of instructional content
![Page 3: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/3.jpg)
3
Success In Traditional Classroom
Many factors predictive of academic success:
Self efficacy TutoringRemaining on task Academic adviceInstrumentality perceptions
Personal life factors
Vocational intent Collegiate career centers
Co-op education CommunicationFeedback: frequency/quality
Class size
![Page 4: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/4.jpg)
4
Attractions
MOOCs attractive when: Class sizes traditionally large = 35,000 Limited instructor contact Paper & pencil demonstration of cognitive ability suffices Tuition costs = obstacle Students spatially separated from delivering institution Extending the brand beyond local area Glitter of windfall cashflows Many assume F2F simply translates into MOOC Capital cost avoidance for bricks and mortar Democratization of education Elevating level of human capital on planet
![Page 5: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/5.jpg)
5
Weaknesses
Pedagogical approach – fact accumulation, problem depth, discussion/argument
Class size – delivery, evaluation, drop out rates, influence of one person on millions
Achieving learning outcomes (design, hands-on skills/labs)
Isolation & lack of attachment to course, campus, institution
Long term ability to monetize ‘free’ education Not generally favoured for any number of ‘pet’
reasons
![Page 6: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/6.jpg)
6
But If Others Are Doing It, Then…
![Page 7: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/7.jpg)
7
Platforms
![Page 8: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/8.jpg)
8
MOOCs by Stakeholder
1. Accrediting Bodies: Design elements/skills, labs
2. Institutions: financial potential
3. Students: flexibility/convenience, unlimited access to material, global connections, pride in presenting credentials from world renowned institutions
![Page 9: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/9.jpg)
9
Empirical Assessment of Completion Rates
Disciplines: engineering, management & ‘other’ courses Dependent variable: completion rates, dataset n = 111 Independent variables:
Class sizeAcademic disciplineEvaluation methodDelivery platformCourse duration
Data from Ph.D. thesis; adopted by British Department of Innovation & Skills, European Commission
![Page 10: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/10.jpg)
10
Deficiencies On Dependent Variable
Completion rates = primary dependent variable
Free riders, stay-at-homes, seeking alternate information source
High no-show (40-50%) New metrics yet to be
constructed
![Page 11: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/11.jpg)
11
Study Findings
Statistic Full Eng. Mgmt. Other
Courses 111 30 16 65 Students 4034956 1452708 416044 2175204 Class size 36432 48424 26002 33464 Max. 226652 160000 87000 226652 Min. 168 573 391 168 Compl’n Rate 14.0% 12.7% 19.3% 13.3%Std. dev. 11.3% 10.7% 11.9% 11.3% Min. .7% .9% 4.4% .7% Max. 52.1% 52.1% 35.8% 41.6%
Completion Rate = f(class size, discipline, evaluation, delivery platform, duration)
![Page 12: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/12.jpg)
12
Class Size & Academic Discipline
Statistic Full Eng. Mgmt. Other R2 .27 .21 .55 .25 Adj. R2 .27 .18 .52 .24 SE .097 9.7 8.3 9.8 Sign. F* Yes Yes Yes Yes Intercept* 19.0 18.0 25.9 17.7 Coef.* -.0001 -.0001 -.0003 -.0001 n 111 30 16 65
![Page 13: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/13.jpg)
13
Course Duration
Statistic Full Eng. Mgmt. Other Courses 111 30 16 65 Duration (wks) 6.7 8.2 5.3 6.3 Std. dev. 3.0 4.08 3.6 2.5 R2 .23 .17 .60 .34 Adj. R2 .22 .14 .57 .33 SE 9.0 9.9 7.8 9.2 Sign. F** Yes Yes Yes Yes Intercept** 22.7 21.7 45.7 30.3 Coef.** -1.45 -1.08 -4.91 -2.68
![Page 14: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/14.jpg)
14
Conclusions & Discussion
Study completion rate (14%) in agreement with others (4 -15%)
For completion rates: Class size: significant impact (high 1-R2) Discipline: differential impact (not significant) Evaluation method: no significant effects Platform: no significant effects Course duration: negatively proportional across all
subjects (significant)
![Page 15: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/15.jpg)
15
Recommendations for Engineering
1. MOOCs may lend themselves to engineering courses
2. Basic engineering courses, consider experiment kits/simulation software to capture lab components
3. Advanced engineering labs, consider compressed lab formats
4. To satisfy accrediting bodies, adopt MOOCs CAREFULLY to ensure all competencies satisfied
5. More MOOC research be conducted
![Page 16: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/16.jpg)
16
At The End Of The Day…
“ one Coursera course = more students than I would teach in a
lifetime… ”
![Page 17: MASSIVE OPEN ON-LINE COURSES IN ENGINEERING](https://reader035.fdocuments.in/reader035/viewer/2022062811/568160e7550346895dd01aee/html5/thumbnails/17.jpg)
17
MASSIVE OPEN ON-LINE COURSES
IN ENGINEERINGN. AL-MUTAWALY, MOHAWK COLLEGE, HAMILTON, ONTARIO
M. PICZAK, MOHAWK COLLEGE, HAMILTON, ONTARIO
The endQuestions