Characterizing ELL Students’ Behavior During MOOC Videos Using Content Type
Judith Uchidiuno, Jessica Hammer, Evelyn Yarzebinski, Kenneth R. Koedinger, and Amy Ogan
Making MOOCs accessible to English Language Learners (ELLs) requires that students understand the language of instruction, and that instructional strategies address their unique learning challenges. Through the analysis of clickstream log data gathered from two MOOC courses deployed on Coursera, Introduction to Psychology and Statistical Thermodynamics, we show that ELL students exhibit distinct struggle behaviors in video portions without visual aids e.g., narrations without slides. Our findings challenge widely accepted multimedia design principles such as the split attention effect, provide insights into designing MOOC videos, and emphasize the need for adaptivity to increase MOOC access for ELLs.