What best predicts computer proficiency?
Communications of the ACM
Predictors of success in a first programming course
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Mental models and programming aptitude
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Through the eyes of instructors: a phenomenographic investigation of student success
Proceedings of the third international workshop on Computing education research
Extreme apprenticeship method in teaching programming for beginners
Proceedings of the 42nd ACM technical symposium on Computer science education
Management, structures and tools to scale up personal advising in large programming courses
Proceedings of the 2011 conference on Information technology education
Computing at school: stimulating computing education in the UK
Proceedings of the 11th Koli Calling International Conference on Computing Education Research
Multi-faceted support for MOOC in programming
Proceedings of the 13th annual conference on Information technology education
Proceeding of the 44th ACM technical symposium on Computer science education
Scaffolding students' learning using test my code
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
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MOOCs (massive open online courses) became a hugely popular topic in both academic and non-academic discussions in 2012. Many of the offered MOOCs are somewhat "watered-down versions" of the actual courses given by the MOOC professors at their home universities. At the University of Helsinki, Department of Computer Science, our MOOC on introductory programming is exactly the same course as our first programming course on campus. Our MOOC uses the Extreme Apprenticeship (XA) model for programming education, thus ensuring that students are proceeding step-by-step in the desired direction. As an additional twist, we have used our MOOC as an entrance exam to studies in University of Helsinki. In this paper, we compare the student achievement after one year of studies between two cohorts: the MOOC intake (n=38) and the intake that started their studies during the fall (n=68). The results indicate that student achievement is at least as good on the MOOC intake when compared to the normal intake. An additional benefit is that the students admitted via MOOC are less likely to drop out from their studies during their first year.