Effects of Automated Interventions in Programming Assignments: Evidence from a Field Experiment

A typical problem in MOOCs is the missing opportunity for course conductors to individually support students in overcoming their problems and misconceptions. This paper presents the results of automatically intervening on struggling students during programming exercises and offering peer feedback and tailored bonus exercises. To improve learning success, we do not want to abolish instructionally desired trial and error but reduce extensive struggle and demotivation. Therefore, we developed adaptive automatic just-in-time interventions to encourage students to ask for help if they require considerably more than average working time to solve an exercise. Additionally, we offered students bonus exercises tailored for their individual weaknesses. The approach was evaluated within a live course with over 5,000 active students via a survey and metrics gathered alongside. Results show that we can increase the call outs for help by up to 66% and lower the dwelling time until issuing action. Learnings from the experiments can further be used to pinpoint course material to be improved and tailor content to be audience specific.Comment: 10 page

An Industry Experiment of Academic Performance and Drop-out in Gamified Distance Education

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The Success of Massive Open Online Courses (MOOCs): An Investigation on Course Relevance

MOOCs have provided online learners easy access to education for professional development, helping them acquire new skills to advance their careers during the pandemic. However, the importance of linking MOOCs with job market demands has not been explored in the existing literature. This study investigates the role of course relevance in MOOC success by examining the effect of the alignment between courses and job market demands on learner satisfaction. By adopting the DeLone & McLean information system success model as a framework, we propose that course relevance positively influences learner satisfaction. This relationship is moderated by course level and accessibility. We tested our model using information about 1,987 MOOCs and 485 job postings. The results show that learners will be more satisfied with courses if instructors enhance course relevance on trending topics. The effect of relevance is greater for advanced courses and magnified by lifetime accessibility. This paper contributes to MOOC research from three perspectives: 1) it examines the role of course relevance in MOOC success; 2) it points out the importance of considering learners’ characteristics in evaluating MOOC success; 3) it provides valuable guidance on course design, which helps course providers maintain the prosperity of MOOCs in the post-pandemic