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Exploring higher-order thinking in a MOOC : automatic identification and the impact on attrition

Perdhana, Yuniar Fajar (2018) Exploring higher-order thinking in a MOOC : automatic identification and the impact on attrition.

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Abstract:This study aims to explore higher-order thinking processes in a MOOC. First, a supervised text classification model was designed, trained, and validated to automatically identify learners’ higher-order thinking processes from the discussion posts. Following this, a survival analysis was performed to investigate the impact of learners’ higher-order thinking processes towards retention in the MOOC. The results show that the supervised text classification model can classify learners’ comments from an online discussion into three levels of thinking with 62% accuracy and Cohen’s kappa of 0.58; whereas lower-order thinking and higher-order thinking can be distinguished with 90% accuracy and 0.76 Cohen’s kappa. We also found that learners’ who did not engage in higher-order cognitive efforts through their participation in the online discussion were 75.68% more likely to drop out from the course compared to those who did.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/74562
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