Examining Student Language to Understand Learning in a Massive Open Online Course

• In Event: Massive Open Online Courses: Research, Innovation, and Challenges

Abstract

This paper is a preliminary examination of some of the formal mathematical language used by students in the forums of an introductory mathematics massive open online course (MOOC). Results show a positive correlation between markers of professional language and performance on traditional course assessments, suggesting that learners’ language may provide an alternate way of gauging their mastery of the course material.

Author

• Brian P. Perone, Stanford University