EMOOCs 2014 Research Track 1_Kizilcec

8/13/2019 EMOOCs 2014 Research Track 1_Kizilcec

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Encouraging Forum Participation inOnline Courses with Collectivist,

Individualist, and Neutral

Motivational Framings

Ren Kizilcec, Emily Schneider, Geoff Cohen, Daniel McFarlandStanford University


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MotivationTodays xMOOCs: Instructionism Individualized learningLearning Sciences: Learning with others supports deeperlearning [e.g., Brown & Cocking, 00; Stahl et al., 06]

Articulate ideas, learn through teaching, etc.


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MotivationWhere is social learning in MOOCs?


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Discussion ForumsPromote deeper learning, create cohesion &

trust [Garrison et al., 99]

Associated with overall course engagement[Kizilcec et al., 13]

Positive feedback loopEncourage Forum Participation


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Motivating ParticipationComponent of final grade?External reinforcement tends to

undermine intrinsic motivation [Deci, 71, 99]

Better use positive feedbackIncrease salience, spark intrinsic motivation


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Motivating ParticipationRelevance to audience [Rothman & Salovey, 97; Grant & Hofmann, 11]

Motivations for community involvement

[Batson et al., 02]

IndividualismAltruismCollectivismPrincipalism


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Study Design & Predictions


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Study DesignTwo Randomized Field Experiments

CourseStart Course End(11 weeks)

General EncouragementSample: All learners (n = 3,907)Course Topic: Computer ScienceConditions: Neutral, Collectivist, Individualist

Targeted EncouragementSample: No forum participation by week 3 (n = 7,522)Course Topic: SociologyConditions: Control, Neutral, Collectivist, Individualist

In Week 1

In Week 3

CourseStart Course End(8 weeks)


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Neutral EncouragementHello [Student Name]

This is a quick note to encourage you to contribute to the discussion board.

The discussion boards were created to supplement the viewing of videos and the completion ofwork. They are available through the internet. There are a number of posts on the discussion

board. Students can enter the discussion board at any time and can contribute for the duration of

the course. The more people participate, the more posts there are on the discussion board.

Take part!

Best,

[Instructor Name]


10/26

Individualist EncouragementHello [Student Name]


We are all trying to get as much from this course as we can and develop a deeperunderstanding of organizations. There are a number of lively posts on the discussion board, and

contributing to them is a great way to learn. Students can enter the discussion board at any time,

and can contribute for the duration of the course.The more people participate, the more they

learn.

Jump in!

Best,

[Instructor Name]


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Collectivist EncouragementHello [Student Name]


We are all working together to develop a deeper understanding of organizations. There are anumber of lively conversations on the discussion forum, and contributing to them is a great way to

share your experiences and perspectives with others. Students can enter the discussion forum at

any time, and can contribute for the duration of the course. The more people participate, the

more we all learn together.

Join us!

Best,

[Instructor Name]


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Hypotheses & Research QuestionH1:More forum participation in collectivist &individualist group than neutral or control

H2:Lower attrition in collectivist &

individualist group than neutral or control

RQ:Is a collectivist or individualist framingbetter for encouraging forum participation?


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General Encouragement

Findings & Interpretations


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General Encouragement! #$$% &'($) *+($),$+(-.+

!/ #$$%0 &'($) *+($),$+(-.+

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

12 32 42 52 62 72 82

90,:,0*$," &*$,")

- 2.6x***

- 1.7x *

- 2.3x***

- 1.6x **

*


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General Encouragement

Discouraging participation

! #$$% &'($) *+($),$+(-.+

!/ #$$%0 &'($) *+($),$+(-.+

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

12 32 42 52 62 72 82

90,:,0*$," &*$,")

- 2.6x***

- 1.7x *

- 2.3x***

- 1.6x **

*


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!"!!

!"!#

!"$!

!"$#

!"%!

!"%#

!"&!

! $ % & ' # ( ) * + $!

,--./ 123-4 563-47-63896

17-4:;-?-492@

96348?=3896/

!"%#

!"#!

!")#

$"!!

! $ % & ' # ( ) * + $!

,--./ 123-4 563-47-63896

A49B943896C->:86

86;D/-4/


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General EncouragementOpposite than hypothesized in H1.Inconsistent with prior work [e.g., Grant et al., 11, 12]

Possible Explanations? Too strong persuasion attempt[Feiler et al. 12] Extrapolation effect (marketing) Obedience & social desirability


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Targeted Encouragement

Findings & Interpretations


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! #$$% &'($) *+($),$+(-.+

/ #$$%0 &'($) *+($),$+(-.+

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

+,"*0,(

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

+,"*0,(

12 32 42 52 62 72

80,9,0*$," ;


20/26

Discouraging participation

! #$$% &'($) *+($),$+(-.+

/ #$$%0 &'($) *+($),$+(-.+

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

+,"*0,(

!"#$%$#&'($)*

+,((-.*$%$)*

/-&*0'(

+,"*0,(

12 32 42 52 62 72

80,9,0*$," ;


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Targeted EncouragementInitially, as in study 1.

Later, less forum activity in collectivist

condition (RQ).Temporary boost from neutral reminderExplanation of collectivist effect: Reminder of lack of belonging to

community after forum inactivity


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Concluding Remarks


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Concluding Remarks Decision to participate in forum Neutral reminder Appeal to collectivist motivation maybe

triggers resentment


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Concluding Remarks Decision to participate in forum Neutral reminder Appeal to collectivist motivation maybe

triggers resentment Intent-to-treat and policy decisions Repeat encouragements, personalization Positive reinforcement


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Thank you

Visit at Lytics.Stanford.edu

We thank Clifford Nass, Anita Varma, and our anonymous reviewers for their feedback, andStanfords Office of the Vice Provost for Online Learning for supporting this research.

Ren F. [email protected]

rene.kizilcec.com

Emily Schneider, Geoff Cohen, Dan McFarland{elfs13, glc, mcfarland}@stanford.edu

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EMOOCs 2014 Research Track 1_Kizilcec