Who Takes HSE Courses on Coursera? The Differences between Economics, Humanities and Math-Intensive Courses
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.
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.
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).
This article is talking about state management and cultural policy, their nature and content in term of the new tendency - development of postindustrial society. It mentioned here, that at the moment cultural policy is the base of regional political activity and that regions can get strong competitive advantage if they are able to implement cultural policy successfully. All these trends can produce elements of new economic development.