Nea Pirttinen, Juho Leinonen, Annemari Auvinen, Vesa Lappalainen, Katja Tynkkynen, Henrik Hedberg, Mikko-Jussi Laakso, and Kjell Lemström. 2022. Digital Education For All: Multi-University Study of Increasing Competent Student Admissions at Scale. In Proceedings of the Ninth ACM Conference on Learning @ Scale (L@S '22). Association for Computing Machinery, New York, NY, USA, 72–81. https://doi.org/10.1145/3491140.3528266
Digital education for all : multi-university study of increasing competent student admissions at scale
|Author:||Pirttinen, Nea1; Leinonen, Juho1; Auvinen, Annemari2;|
1University of Helsinki, Helsinki, Finland
2University of Jyväskylä, Jyväskylä, Finland
3University of Oulu, Oulu, Finland
4University of Turku, Turku, Finland
|Online Access:||PDF Full Text (PDF, 1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022080352578
Association for Computing Machinery,
|Publish Date:|| 2022-08-03
An indubitable way to put learning at scale in practice is to implement Massive Open Online Courses, or MOOCs. When a wide-enough portfolio of them is available, new applications arise. For instance, university admissions in Finland, where this study was conducted, have traditionally been based on students’ grades in high school studies, an entrance examination, or a combination of both. A minority of students have been accepted through an open university admission path where students can get a study right if they complete enough university course credits with a high enough grade in a given time frame. In this work, we report results from a multi-university project in which the open university admission path has been expanded. All the universities in the Digital Education For All (DEFA) project remarkably expanded their portfolio of MOOCs that were offered both openly and for free, and the new admission path was simultaneously actively marketed and modified. In our analysis, we focus on examining whether the project increased computer science enrolments in the participating universities and how students accepted through the project perform in their studies compared to their peers accepted through other, traditional intake paths.
|Pages:||72 - 81|
Proceedings of the Ninth ACM Conference on Learning @ Scale
|Host publication editor:||
Kizilcec, René F.
ACM Conference on Learning at Scale
|Type of Publication:||
A4 Article in conference proceedings
|Field of Science:||
113 Computer and information sciences
This research was supported by a grant from the Finnish Ministry of Education and Culture, grant number OKM/248/523/2017.
© 2022 Copyright held by the owner/author(s). Publication rights licensed to ACM. The definitive Version of Record was published in Proceedings of the Ninth ACM Conference on Learning @ Scale (L@S '22), https://doi.org/10.1145/3491140.3528266.