Research Article
Explore the Relationship Between Procedural Score Feedback and Subsequent Time Allocation and Learning Outcomes of Learners in a Massive Open Online Course (MOOC)
@INPROCEEDINGS{10.1007/978-3-031-33614-0_11, author={Zongjun Wang and Changsheng Chen}, title={Explore the Relationship Between Procedural Score Feedback and Subsequent Time Allocation and Learning Outcomes of Learners in a Massive Open Online Course (MOOC)}, proceedings={Big Data Technologies and Applications. 11th and 12th EAI International Conference, BDTA 2021 and BDTA 2022, Virtual Event, December 2021 and 2022, Proceedings}, proceedings_a={BDTA}, year={2023}, month={5}, keywords={MOOC Procedural Score Feedback Study Time Allocation Learning Process Analysis Behavioral Analysis}, doi={10.1007/978-3-031-33614-0_11} }- Zongjun Wang
Changsheng Chen
Year: 2023
Explore the Relationship Between Procedural Score Feedback and Subsequent Time Allocation and Learning Outcomes of Learners in a Massive Open Online Course (MOOC)
BDTA
Springer
DOI: 10.1007/978-3-031-33614-0_11
Abstract
Procedural feedback is considered to be one of the most powerful educational interventions. Procedural feedback attempts to help learners improve their future performance by providing information about past performance. However, little is known about the impact of processual feedback on learners’ subsequent performance. This study aims to uncover the relationship between procedural score feedback, time allocation, and learning outcome, for which a conceptual model was constructed. The model was validated by collecting clickstream data from 7924 MOOC learners in a Chinese MOOC. Partial least squares structural equation modeling (PLS-SEM) was used to test the various hypotheses of the model above. The results found that: (1) procedural score feedback has a significant positive effect on learning outcomes. (2) time allocation for evaluative tasks partially mediates the relationship between procedural score feedback and learning outcome. (3) time allocation for non-evaluative tasks does not mediate the relationship between procedural score feedback and learning outcome. The study suggests some potentially effective measures for MOOC teachers and developers to provide learners with procedural support and to ensure that they achieve good learning outcomes. It also hopes to inspire future research and advance the theory and practice of online education.
