On the Influence of Grades on Learning Behavior of Students in MOOCs

Abstract

MOOCs (Massive Open Online Courses) frequently use grades to calculate whether a student passes the course. To better understand how student behavior is influenced by grade feedback, we conduct a study on the changes of certified students' behavior before and after they have received their grade. We use observational student data from two MITx MOOCs to examine student behavior before and after a grade is released and calculate the difference (the delta-activity). We then analyze the changes in the delta-activity distributions across all graded assignments a we observe that the variation in delta-activity decreases as grade decreases, with students who have the lowest grade exhibiting little or no change in weekly activity. This trend persists throughout each course, in all course offerings, suggesting that a change in grade does not correlate with a change in the behavior of certified MOOC students.