Communications of the ACM
Think different: increasing online community participation using uniqueness and group dissimilarity
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Talk amongst yourselves: inviting users to participate in online conversations
Proceedings of the 12th international conference on Intelligent user interfaces
Knowledge sharing and yahoo answers: everyone knows something
Proceedings of the 17th international conference on World Wide Web
Facts or friends?: distinguishing informational and conversational questions in social Q&A sites
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
mimir: a market-based real-time question and answer service
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Adaptive Reward Mechanism for Sustainable Online Learning Community
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
The impact of social design on user contributions to online communities
The impact of social design on user contributions to online communities
Why users of yahoo!: answers do not answer questions
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Design lessons from the fastest q&a site in the west
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Participation in an online mathematics community: differentiating motivations to add
Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work
Will massive open online courses change how we teach?
Communications of the ACM
Reflections on Stanford's MOOCs
Communications of the ACM
International Journal of Information Systems and Social Change
MOOCs and the funnel of participation
Proceedings of the Third International Conference on Learning Analytics and Knowledge
ARTFul: adaptive review technology for flipped learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Teaching and learning programming and software engineering via interactive gaming
Proceedings of the 2013 International Conference on Software Engineering
How video production affects student engagement: an empirical study of MOOC videos
Proceedings of the first ACM conference on Learning @ scale conference
Chatrooms in MOOCs: all talk and no action
Proceedings of the first ACM conference on Learning @ scale conference
Monitoring MOOCs: which information sources do instructors value?
Proceedings of the first ACM conference on Learning @ scale conference
Demographic differences in how students navigate through MOOCs
Proceedings of the first ACM conference on Learning @ scale conference
Hi-index | 0.00 |
Massive open online courses (MOOCs) rely primarily on discussion forums for interaction among students. We investigate how forum design affects student activity and learning outcomes through a field experiment with 1101 participants on the edX platform. We introduce a reputation system, which gives students points for making useful posts. We show that, as in other settings, use of forums in MOOCs is correlated with better grades and higher retention. Reputation systems additionally produce faster response times and larger numbers of responses per post, as well as differences in how students ask questions. However, reputation systems have no significant impact on grades, retention, or the students' subjective sense of community. This suggests that forums are essential for MOOCs, and reputation systems can improve the forum experience, but other techniques are needed to improve student outcomes and community formation. We also contribute a set of guidelines for running field experiments on MOOCs.