Scheduling Nudge in MOOC: Data and Analysis Files
Principal Investigator(s): View help for Principal Investigator(s) Rachel Baker, UC Irvine; Brent Evans, Peabody College, Vanderbilt University; Thomas Dee, Stanford University
Version: View help for Version V1
| Name | File Type | Size | Last Modified |
|---|---|---|---|
|
|
application/x-stata | 1.6 MB | 11/08/2018 12:17:PM |
|
|
text/x-stata-syntax | 7.5 KB | 10/15/2018 01:14:PM |
|
|
application/vnd.openxmlformats-officedocument.wordprocessingml.document | 13.3 KB | 11/08/2018 09:37:AM |
Project Citation:
Baker, Rachel, Evans, Brent, and Dee, Thomas. Scheduling Nudge in MOOC: Data and Analysis Files. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-11-08. https://doi.org/10.3886/E107221V1
Project Description
Summary:
View help for Summary
These 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.
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.
Related Publications
Published Versions
Report a Problem
Found a serious problem with the data, such as disclosure risk or copyrighted content? Let us know.
This material is distributed exactly as it arrived from the data depositor. ICPSR has not checked or processed this material. Users should consult the investigator(s) if further information is desired.