A4 Article in conference proceedings
Digital Education For All : Multi-University Study of Increasing Competent Student Admissions at Scale (2022)

Pirttinen, N., Leinonen, J., Auvinen, A., Lappalainen, V., Tynkkynen, K., Hedberg, H., Laakso, M.-J., & Lemström, K. (2022). Digital Education For All : Multi-University Study of Increasing Competent Student Admissions at Scale. In L@S '22 : Proceedings of the Ninth ACM Conference on Learning @ Scale (pp. 72-81). ACM. https://doi.org/10.1145/3491140.3528266

JYU authors or editors

Publication details

All authors or editors: Pirttinen, Nea; Leinonen, Juho; Auvinen, Annemari; Lappalainen, Vesa; Tynkkynen, Katja; Hedberg, Henrik; Laakso, Mikko-Jussi; Lemström, Kjell

Parent publication: L@S '22 : Proceedings of the Ninth ACM Conference on Learning @ Scale

Place and date of conference: New York City, NY, USA, 1.-3.6.2022

eISBN: 978-1-4503-9158-0

Publication year: 2022

Publication date: 01/06/2022

Pages range: 72-81

Publisher: ACM

Place of Publication: New York

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1145/3491140.3528266

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/84033

Abstract

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.

Keywords: studies in an institution of higher education; universities; student admissions; open university; MOOCs; computer science

Free keywords: digital education; student admissions

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 1