Replication data for: (Dis)organization and Success in an Economics MOOC
Principal Investigator(s): View help for Principal Investigator(s) Abhijit V. Banerjee; Esther Duflo
Version: View help for Version V1
| Name | File Type | Size | Last Modified |
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| Analysis-Programs----Dis-Organization-and-MOOCs | 10/11/2019 10:30:PM | ||
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text/plain | 14.6 KB | 10/11/2019 06:30:PM |
Project Citation:
Banerjee, Abhijit V., and Duflo, Esther. Replication data for: (Dis)organization and Success in an Economics MOOC. Nashville, TN: American Economic Association [publisher], 2014. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-11. https://doi.org/10.3886/E112814V1
Project Description
Summary:
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Massive Online Open Courses (MOOCs) present the potential to deliver high quality education to a large number of students. But they suffer from low completion rates. This paper identifies disorganization as a factor behind failure to complete a MOOC. Students who enroll one day late are 17 percentage points less likely to earn a certificate than students who enroll exactly on time. This reflects selection, but it does seem to be related to demographic characteristics, motivation to complete the course, or ability. This suggests that building in even more structure in the MOOC could be a factor in improving performance.
Scope of Project
JEL Classification:
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I21 Analysis of Education
I23 Higher Education; Research Institutions
I21 Analysis of Education
I23 Higher Education; Research Institutions
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