The impact of visual design and response formats on data quality in a web survey of MOOC students
The objective of this paper is to gain more evidence regarding how the design of the rating scales and open-ended questions influence data quality in Web surveys of MOOC (Massive Open Online Course) students. We present the results of four full-factorial randomized experiments that investigate the impact of the following factors: 1) order of response options; 2) user interface for rating questions 3) layout of question's options; and 4) size of answer boxes in open-ended questions. We found that responses to scalar questions with ascending (from negative to positive) or descending (from positive to negative) order of response options do not differ substantially. The use of the radio button format allows a reduction in the percentage of respondents who choose the “Don't know” option and makes responding to questions less challenging in comparison with slider and text box interfaces. There are no significant differences in the answers of respondents who completed questionnaires with a vertical or horizontal orientation of the questions' options. In addition, respondents who answer the questions with larger answer boxes are more likely to write longer comments.
In the last decades, with the advent of mass open online courses (MOOCs), a qualitative leap in the development of the world education market has taken place. Free open access to the educational content of the world's leading universities, an opportunity to study anywhere at any time, proctoring tools which allow to identify an individual while he passes exams online - all this led to almost unlimited possibilities for educational choice of an individual, but entailed serious challenges for higher schools in the world. Universities are forced to revise existing teaching methods, improve educational technologies, search for new methods of teaching, and redistribute resources in favor of the most effective models of the educational process, combined with the use of online courses as a part of the educational program. In this regard, a comparative analysis of various models of using mass open online courses in the educational process of the university is of particular relevance. In the framework of our research, existing cases of using massive open online courses in the educational programs of various universities all over the world, including the experience of leading Russian universities, were studied. The characteristics of the models included a description of the following processes: choosing an online course, training using online courses, tutoring support during online learning, controlling the results of training, proctoring and fixing learning outcomes in the basic educational programs. Economic consequences of applying models in the educational process of the university are a key point in comparing the online learning models.
The edition includes two documents. The first one contains a list of 17 questions that users of the survey data should be asked to draw conclusions about the validity of the results. The proposed system of criteria is applicable to assess the quality of the results of almost any survey. The second paper deals with qualities of the data, which the social media are ready to provide the students of public opinion. Both documents were prepared by the AAPOR working group on emerging technologies (Emerging Technologies Task Force), whose activities had to focus on two key areas: (1) smartphones as devices data collection, (2) social media as a platform and information resource.
This article conducts a study of multiplying the credit rating agencies efforts. These opportunities are practically important in connection with implementation of the IRB approach. The author considers Russian commercial banks as one of the main examples of using proposal methods, so in addition to literature overview the paper includes review of the Russian banking system and rating activities.
Firstly, the author discussed the rating scales mapping for comparison of rating estimations of different agencies. Then, he proposed the distance method with the connected extremum problem to find compatible mapping functions for rating scale correspondence.
Secondly, the paper considered the possibility of rating model system creation for financial institutions. The bank rating models in order logit interpretation are discussed simultaneously for resident (Russian) and non-resident institutions. In addition, the specification of bank models’ characteristics and their quality were considered for the three largest international rating agencies also as econometrical models for corporates and sovereign were presented.
The results reviewed can help to apply basic instruments for practical applications of such models to the risk management problems, which are based on the public information and remote estimation of ratings. Commercial banks and government financial regulators may be perspective consumers of the proposed methods.
Universities which produce massive open online courses (MOOCs) and offer them on global e-learning platforms define internationalization as one of their main objectives. Empirical research that test the impact of MOOC production on international students’ enrollment is still rare. Present study is the first stage of bridging this gap. To do so, correlation analysis is applied to two data sets, which are universities MOOC portfolio derived from Class Central aggregator and international students statistics from QS World Universities Ranking. Three hundred top MOOC producers which are universities from different countries were analyzed. No strong statistically significant correlation was found. The same is true for the US universities as a subsample. Further research regarding annual statistics is required to continue the discussion and to approach the interrelation between MOOC production and its impact on university key performance indicators.
Investors are being encouraged after the global crisis to reduce their dependence on the largest credit rating agencies for risk assessments of companies and securities. Comparing risk assessments from different sources rapidly becomes non-trivial when more than three credit rating agencies are involved. We propose a method for comparing rating scales, and hence constructing correspondence diagrams and tables, thereby treating the rating scales used by different agencies as objects of study. Scales are compared by looking at sets of ratings assigned to similar entities (hereinafter banks) with the assumption that the risk being measured by each credit rating agency is the same for a given rated entity at a given point in time. Studying international bank ratings for a five-year period shows that there are subtle differences for the largest credit rating agencies. A mechanism for constructing mappings between scales could lead to more competition with new credit rating agencies.
This paper summarizes the progress of the online education for the recent 15 years. The trends detected include multi-source courseware, massive education, intensive analytics, professional marketing and high portability, to name a few. Since our experience in the online education is over a decade, it makes sense to analyze how the technological progress and market pace changed the appearance and lifecycle of the online courses. We analyze the key factors that influence the learning process, make early conclusions and discuss perspectives of the rapidly emerging massive online courses.
Article proposes comparative studies of credit ratings of the leading Russian and international rating agencies. We analyze approaches and the possibility of comparison of agencies’ rating scales. Purpose of this analysis is to propose method and describe the criteria for comparison of rating scales and the possibility of using standard econometric models. We demonstrate the dynamics and development of rating business in Russia, problems and prospects of creating the unified rating area. A detailed comparative analysis of rating scales is focused on Russian banks. Database for empirical study includes 370 banks with at least one contact rating in the period 2006–2010. Similar research has also been carried out for international banks on the sample of 1995–2010 years. It consists of representatives of more than 80 countries. Conclusions provided for ten most commonly used bank ratings in Russia including scales of largest international rating agencies. Results may be used by regulators and commercial banks as part of the risk management methodologies and tender indicators.
This book constitutes the proceedings of the 6th European Conference on Massive Open Online Courses, EMOOCs 2019, held in Naples, Italy, in May 2019.
The 15 full and 6 short papers presented in this volume were carefully reviewed and selected from 42 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions.
The chapter 'Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour' is open access under a CC BY 4.0 license at link.springer.com.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.