Analysing learning behaviours of advanced mathematics in MOOCs
by Jiwei Qin; Zhenghong Jia; Pei Ma
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 29, No. 1/2, 2019

Abstract: The purpose of this study is to analyse the relationship between online learning behaviour and learning achievement, and improve academic performance of learners in MOOCs. This paper analyses the learning behaviour of 1,388 undergraduates in the online advanced mathematics course of the online platform named 'Erya' with statistical analysis and clustering methods. The results show that: 1) the lack of positive interaction between teachers and learners can affect learners' enthusiasm for learning and learners' learning outcomes; 2) the academic performance related with the ethnic, the number of access and the completion of the after-school tasks, but the correlation with the discussion is small. In addition, we also made some suggestions based on the results of the learning behaviour analysis to improve academic performance in the massive open online courses.

Online publication date: Tue, 23-Apr-2019

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:

    Username:        Password:         

Forgotten your password?


Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com