Scheduling Nudge in MOOC: Data and Analysis Files
- Baker, Rachel (UC Irvine)
- Evans, Brent (Peabody College, Vanderbilt University)
- Dee, Thomas (Stanford University)
AbstractThese files contain the anonymized data and analysis files used to create the tables found in "A Randomized Experiment Testing the Efficacy of a Scheduling Nudge in a Massive Open Online Course (MOOC)".
The abstract for the paper is found below:
An increasing number of students are taking classes offered online through open access platforms; however, the vast majority of students who start these classes do not finish. The incongruence of student intentions and subsequent engagement suggests that self-control is a major contributor to this stark lack of persistence. This study presents the results of a large-scale field experiment (n=18,043) that examines the effects of a self-directed scheduling nudge designed to promote student persistence in a Massive Open Online Course (MOOC). We find that random assignment to treatment had no effects on near-term engagement and weakly significant negative effects on longer-term course engagement, persistence, and performance. Interestingly, these negative effects are highly concentrated in two groups of students: those who registered close to the first day of class and those with .edu email addresses. We consider several explanations for these findings and conclude that theoretically motivated interventions may interact with the diverse motivations of individual students in possibly unintended ways.
Is cited by
DOI: 10.1177/2332858416674007 (Text)
Baker, Rachel, Brent Evans, and Thomas Dee. “A Randomized Experiment Testing the Efficacy of a Scheduling Nudge in a Massive Open Online Course (MOOC).” AERA Open 2, no. 4 (October 1, 2016). https://doi.org/10.1177/2332858416674007.
- ID: 10.1177/2332858416674007 (DOI)
Update Metadata: 2020-06-02 | Issue Number: 1 | Registration Date: 2020-06-02