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Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE

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Abstract

Massive Open Online Courses (MOOCs) can be enhanced with the so-called learning-by-doing, designing the courses in a way that the learners are involved in a more active way in the learning process. Within the options for increasing learners’ interaction in MOOCs, it is possible to integrate (third-party) external tools as part of the instructional design of the courses. In MOOCs on computer sciences, there are, for example, web-based Integrated Development Environments (IDEs) which can be integrated and that allow learners to do programming tasks directly in their browsers without installing desktop software. This work focuses on analyzing the effect on learners’ engagement and behavior of integrating a third-party web-based IDE, Codeboard, in three MOOCs on Java programming with the purpose of promoting learning-by-doing (learning by coding in this case). In order to measure learners’ level of engagement and behavior, data was collected from Codeboard on the number of compilations, executions and code generated, and compared between learners who registered in Codeboard to save and keep a record of their projects (registered learners) and learners who did not register in Codeboard and did not have access to these extra features (anonymous learners). The results show that learners who registered in Codeboard were more engaged than learners who did not register (in terms of number of compilations and executions), spent more time coding and did more changes in the base code provided by the teachers. The main implication of this study suggests the need for a trade-off between designing MOOCs that allow a very easy and anonymous access to external tools aimed for a more active learning, and forcing learners to give a step forward in terms of commitment in exchange for benefitting from additional features of the external tool used.

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Acknowledgements

The work received partial support from FEDER/Ministerio de Ciencia, Innovación y Universidades—Agencia Estatal de Investigación through project Smartlet (TIN2017-85179-C3-1-R), from the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. P2018/TCS-4307 and from the European Commission through Erasmus + projects LALA (586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), InnovaT (598758-EPP-1-2018-1-AT-EPPKA2- CBHE-JP) and PROF-XXI (609767-EPP-1-2019-1- ES-EPPKA2-CBHE-JP). This publication reflects the views only of the authors and funders cannot be held responsible for any use which may be made of the information contained therein.

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  1. Universidad Carlos III de Madrid, Avenida Universidad 30, 28911, Madrid, Spain

    Jesús Manuel Gallego-Romero, Carlos Alario-Hoyos, Iria Estévez-Ayres & Carlos Delgado Kloos

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  1. Jesús Manuel Gallego-Romero
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Gallego-Romero, J.M., Alario-Hoyos, C., Estévez-Ayres, I. et al. Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE. Education Tech Research Dev 68, 2505–2528 (2020). https://doi.org/10.1007/s11423-020-09773-6

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