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While predicting completion in Massive Open Online Courses (MOOCs) has been an active area of research in recent years, predicting completion in self-paced MOOCS, the fastest growing segment of open

While predicting completion in Massive Open Online Courses (MOOCs) has been an active area of research in recent years, predicting completion in self-paced MOOCS, the fastest growing segment of open online courses, has largely been ignored. Using learning analytics and educational data mining techniques, this study examined data generated by over 4,600 individuals working in a self-paced, open enrollment college algebra MOOC over a period of eight months.

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    Date Created
    • 2017
    Resource Type
  • Text
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    • Partial requirement for: Ph.D., Arizona State University, 2017
      Note type
      thesis
    • Includes bibliographical references (pages 98-115)
      Note type
      bibliography
    • Field of study: Educational technology

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    by James Allan Cunningham

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