Two of my submissions to Learning @ Scale 2018 have been accepted. The papers are:
- “Toward CS1 at Scale: Building and Testing a MOOC-for-Credit Candidate”, a paper about our first year of results from our online version of CS1301.
- “Squeezing the Limeade: Policies and Workflows for Scalable Online Degrees”, a paper about our work cataloging the different approaches classes in the OMSCS take to delivering at scale.
To see the abstracts for these papers, keep reading after the jump.
Abstract (Toward CS1 at Scale): If a MOOC is to qualify for equal credit as an existing on-campus offering, students must achieve comparable outcomes, both educational and attitudinal. We have built a MOOC for teaching CS1 with the intent of offering it for degree credit. To test its eligibility for credit, we delivered it as an online for-credit course for two semesters to 197 on-campus students who selected the online version rather than a traditional version. We compared the demographics, outcomes, and experiences of these students to the 715 students in the traditional version. We found the online students more likely to be older; to be underrepresented minorities; and to have previously failed a CS class. We then found that our online students attained comparable learning outcomes to students in the traditional section. Finally, we found that our online students perceived the online course quality more positively and required less time to achieve those comparable learning outcomes.
Abstract (Squeezing the Limeade): In recent years, non-credit options for learning at scale have outpaced for-credit options. To scale for-credit options, workflows and policies must be devised to preserve the characteristics of accredited higher education—such as the presumption of human evaluation and an assertion of academic integrity—despite increased scale. These efforts must follow as well with shifting from offering isolated courses (or informal collections thereof) to offering full degree programs with additional administrative elements. We see this shift as one from Massive Open Online Courses (MOOCs) to Large, Internet-Mediated Asynchronous Degrees (Limeades). In this work, we perform a qualitative research study on one such program that has scaled to 6,500 students while retaining full accreditation. We report a typology of policies and workflows employed by the individual classes to deliver this experience.