Abstract
The purpose of this study is to analyse the relationship between online learning behaviour and learning achievement, and improve academic performance of learners in MOOCs. This paper analyses the learning behaviour of 1,388 undergraduates in the online advanced mathematics course of the online platform named 'Erya' with statistical analysis and clustering methods. The results show that: 1) the lack of positive interaction between teachers and learners can affect learners' enthusiasm for learning and learners' learning outcomes; 2) the academic performance related with the ethnic, the number of access and the completion of the after-school tasks, but the correlation with the discussion is small. In addition, we also made some suggestions based on the results of the learning behaviour analysis to improve academic performance in the massive open online courses.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
