On the Impact of Personality in Massive Open Online Learning

Conference paper (2016)

Authors

G. Chen Web Information Systems -

D.J. Davis Web Information Systems -

C. Hauff Web Information Systems -

G.J.P.M. Houben Web Information Systems -

Research Group

Web Information Systems () (TU Delft)

Massive open online learning Personality prediction

More Info

expand_more

To reference this document use:

http://resolver.tudelft.nl/uuid:d04acbb7-60b4-4c6e-b958-ca1e7fb3c063

Published Date

13-07-2016

Language

English

Reuse Rights

Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons.

Faculty

Electrical Engineering, Mathematics and Computer Science

Department

Software Technology

Research Group

Web Information Systems

Abstract

Massive Open Online Courses (MOOCs) have gained considerable momentum since their inception in 2011. They are, however, plagued by two issues that threaten their future: learner engagement and learner retention. MOOCs regularly attract tens of thousands of learners, though only a very small percentage complete them successfully. In the traditional classroom setting, it has been established that personality impacts different aspects of learning. It is an open question to what extent this finding translates to MOOCs: do learners' personalities impact their learning & learning behaviour in the MOOC setting? In this paper, we explore this question and analyse the personality profiles and learning traces of hundreds of learners that have taken a EX101x Data Analysis MOOC on the edX platform. We find learners' personality traits to only weakly correlate with learning as captured through the data traces learners leave on edX.