(Final Version 7/10/2013)

INSTRUCTIONS

Use the codes below to code the 6.002x discussion forum data according to the following guidelines:

  • Give each of the posts one code for ‘topic’ and one for ‘role of poster.’
      *Exception - codes 3, 6, 7, and 8 require no coding for ‘role.’
  • You may give dual (2) codes for topic and two codes for role if appropriate. See examples of this on page 6.
  • Use the ‘Other’ category only when all other possibilities have been exhausted.

The coding categories are as follows:

TOPIC

  1. Content
  2. Reference to courses other than 6.002x
  3. Social/Affective
  4. Course Website/Technology
  5. Course Structure/Policies
  6. Other
  7. Missing data
  8. Non-English

ROLE OF POSTER

  1. Help-seeker or information-seeker
  2. Help-giver or information-giver
  3. Other

General Definitions: Topic of Post

1 Content: This category encompasses posts that address the subject matter in “Circuits and Electronics (6.002x).” This includes, but is not limited to, questions about the homework, questions to clarify understanding of concepts, additional insights on class topics, and comments regarding metacognition or self-regulation.

2 Reference to courses other than 6.002x: This category encompasses posts that specifically address other courses, whether or not they are related to “Circuits and Electronic (6.002x).”

3 Social/affective: This category encompasses posts that address the social or community building aspects of the class, enacting a social norm, or communicating an emotion. This includes, but is not limited to, posts in which students are looking to connect with “like” or “unlike” students, seeking connections with teachers or course staff, forming study groups, building communities, ritual communication, or expressing emotions such as gratitude, joy, anger, frustration, or confusion.

4 Course website/technology: This category encompasses posts that address the online interface, including but not limited to technical aspects of webpage accessibility and function.

5 Course structure/policies: This category encompasses posts that address the course organization and course guidelines, including, but not limited to sequence of topics, grading, deadlines, and earning certificates.

6 Other: This category includes anything that is not related to the class content, the social aspect of the class, course website or technology, or course requirements.

7 Missing data: Question/comment/answer has been removed from the discussion forum.

8 Non-English: Post is in a language other than English.

General Definitions: Role of Poster
  *Note – topic codes 3, 6, 7, 8, require no codes for this category

1 Help-seeker (or information-seeker): This category includes posts in which the poster is asking for some kind of help, information, pointers, etc.

2 Help-giver (or information-giver): This category includes posts in which the poster is giving help, insight, or providing information.

3 Other: This includes any posts in which the poster is not explicitly seeking, declaring or providing information, e.g., an expression or opinion.

Examples - Topic

1 Content: This category encompasses posts that address the topics in “Circuits and Electronics (6.002x).” This includes, but is not limited to, questions about the homework, questions to clarify understanding of concepts, additional insights on class topics, and comments regarding metacognition or self-regulation.

  • “I think there is some error in question s1e9 that’s why 2, 3, 4 answers are not matching, isn’t it?”
  • “What are high and low level noise margins?”
  • “I will clarify how real-life circuit boards work.”
  • “Several people (including myself) have initially gotten the problem wrong, because we failed to notice that the expected answer is in milliwatts, not watts, so be careful!”
  • "Are you forgetting to include the ground for 0 volt reference?"
  • “Never mind, silly mistake on my part. The rules of mathematics still hold universally :)!”
  • “One thing I'm doing while working on this course is to observe my own learning. Recalling my days in school, I seemed to remember learning more from books than from lectures. It does seem now that while I have learned a lot from our excellent video lectures, I still had to rely on the text to finally ‘nail down’ some of the material. It just seems more ‘continuous’ to me. It just seems to be the way that works best for me. And of course combining sources is very nice. I would be interested in hearing others' observations about how their favorite mode of learning feels to them. Why it works best for them. Why they favor videos (or not); why they favor discussions (or not), reading a book (or not), working problems (or not), and so on. Thanks.” [This is an example of a post that can be given a second code for topic - “3”-social/affective.]

2 Reference to courses other than 6.002x: This category encompasses posts that specifically address other courses, whether or not they are related to “Circuits and Electronic (6.002x).”

  • “Failure analysis and responsible failure reporting seems to be trending up lately. Does [name removed] incorporate failure studies into its later engineering courses?”
  • “Are they offering 6.00x in the spring?”
  • “"Many professions require continuing education, the time is measured in CEUs which are supposedly one contact hour each. I'm not sure if that's what the request is for but they are not the same as credit hours"
  • “It would be a pleasure to have you on board. :) I hope to see an E&M course as well. Fingers crossed for the Fall. "[This can be dual coded for topic - “3”-social/affective.]

3 Social/affective: This category encompasses posts that address the social or community building aspects of the class, enacting a social norm, or communicating an emotion. This includes, but is not limited to, posts in which students are looking to connect with “like” or “unlike” students, seeking connections with teachers or course staff, forming study groups, building communities, ritual communication, or expressing emotions such as gratitude, joy, anger, frustration, or confusion.

  • “I love circuits!”
  • “MOSFETS are hard!”
  • “I'm new here, please help”
  • “Is there anyone that could possibly explain the lecture to me? ...I have no idea about this stuff. If possible could someone be sort of like my tutor. I know none of you know me, but I would appreciate the help.”
  • “Please share here only educational email id which use only for education. Thanx. mine is [name deleted]@gmail.com”
  • “I think I got a certificate. I won't say what grade, but you don't expect to become a concert pianist in 14 weeks, even if a great instructor has shown you exactly what you have to do. Now to go back over everything, do some of the problems at the ends of the chapters, list the Aha moments, redo homework and exams, but at a pace which allows me to smell the roses.... And in addition I'll be able to tell [university name deleted] how to structure their online Russian Literature Course. 6.002x has opened up a whole new future!”
  • "@[name deleted], quit apologizing, it doesn't suit you. You have no reason to apologize.
  • “Your English is excellent and so are your answers."
  • “It looks good. Thanks.”

4 Course website/technology: This category encompasses posts that address the online interface, including but not limited to technical aspects of webpage accessibility and function.

  • “I see the page with the YouTube links, and got jdownloader but can someone tell me how to actually use the YouTube link page to make Jdownloader get all the videos?”
  • “If I correct error in homework (red x to green tick) immediately - is it considered ok for grading? You know all this number crunching can get flaky at times.”
  • “[language deleted]characters not showing up properly in certificate.”
  • “You will probably remember that Backspace will remove a circuit element and that R will rotate it. I have discovered that Control-C will copy, Control-V will paste and Control-X will remove selected elements…Do you have any other useful comments about Sandbox?”
  • “MIX staff - Another day (4/16/2012) with lots of recurring 'Internal Server Errors.' I've gotten two so far, one on a forum answer, the other on a forum comment. Other users have experienced the same thing today. Sure hope this doesn't happen during the exam!”
  • “People have been asking this a lot. It seems that they've been having some trouble generating the certificates. Check out this link for more info: [web link deleted]. And of course, just type ‘certificates’ on the search bar if you want to catch up with the discussion. Cheers.”
  • “How do I see what was my grade?? Help please!!”

5 Course structure/policies: This category encompasses posts that address the course organization and course guidelines, including, but not limited to sequence of topics, grading, deadlines, and earning certificates.

  • “Hello I only joined on the 19th of March, however there was a homework due on the 18th what do I do for this? Should I still fill it in or just leave it; will it even get a mark?”
  • “I submitted an answer to Q3 part 2 of the Midterm after my 24 hours had elapsed but it graded the question and seems to have increased my grade in the course. I was expecting it to just let me see if my new answer was correct, not change my grade. Can you please reduce my grade back to 96%, which was what it was at when 24 hours had elapsed?” [This can be dual coded for topic - “4”-course technology/website]
  • “For now we give a 24 hour window for submissions. So stick to the due dates at your local time and you should be fine.”
  • “Just wondering considering many questions are being asked related to HW, but nothing related to Tutorials.... so again Does anyone care about Tutorials??”
  • “Guys I finished the final exam and I knew that MIT will need 24 hours to give certificates...Where is mine??”

6 Other: This category includes anything that is not related to the class content, the social aspect of the class, course website or technology, or course requirements.

  • “If you’re a [social network] user, do yourself a favor and change your password right now—according to a new report from Dagens IT, nearly 6.5 million encrypted [social network] passwords were recently dumped onto a hacker forum.”
  • “A correction: Coursera is not a consortium. They're a VC-funded startup, like Udacity. They did not reveal this to students until recently, but they are and have been a for-profit.”

7.0 Missing data: Question/comment/answer has been removed.

8.0 Non-English: Post is in a language other than English.

Examples – Role of Poster

1 Help-seeker (or information-seeker): This category includes posts in which the poster is asking for some kind of help, information, pointers, etc.

  • “What are high and low level noise margins?”
  • “I see the page with the YouTube links, and got jdownloader but can someone tell me how to actually use the YouTube link page to make Jdownloader get all the videos?”
  • “In other words, I seem to have the correct values, but can’t reproduce the plots shown...”

2 Help-giver (or information-giver): This category includes posts in which the poster is giving help, insight, or providing information.

  • “I will clarify how real-life circuit boards work.”
  • “Several people (including myself) have initially gotten the problem wrong, because we failed to notice that the expected answer is in milliwatts, not watts, so be careful!”
  • "Are you forgetting to include the ground for 0 volt reference?"
  • “And I was talking about the graph there... ;o)”
  • “Not only is it more linear placed before the amplifier, but you avoid the need for inductors (which are the worst behaving passive circuit element). And you can let the low output impedance of the power amplifier dominate the speaker coil directly and prevent resonances between the speaker system and the filter components.”
  • [web link removed]

3 Other: This includes any posts in which the poster is not explicitly seeking, declaring or providing information, e.g., an expression or opinion (and if topic = “1,” “2,” “4,” or “5”).

  • “One thing that amazed me of this course is the embedded Circuit Sandbox. First time seeing one on a browser that can do DC, AC and even transient analysis. And there are all basics components further than just resistor, capacitor and inductor.”
  • “I would caution you that as a first year undergraduate student, you are unlikely to have taken differential equations. Based on the syllabus, I would consider a first course in differential equations to be either a pre-requisite, or a co-requisite for successful completion of the entire 6.002x program.”

Examples of Dual Codes:

  • “One thing I'm doing while working on this course is to observe my own learning. Recalling my days in school, I seemed to remember learning more from books than from lectures. It does seem now that while I have learned a lot from our excellent video lectures, I still had to rely on the text to finally ‘nail down’ some of the material. It just seems more ‘continuous’ to me. It just seems to be the way that works best for me. And of course combining sources is very nice. I would be interested in hearing others' observations about how their favorite mode of learning feels to them. Why it works best for them. Why they favor videos (or not); why they favor discussions (or not), reading a book (or not), working problems (or not), and so on. Thanks.”
    [This is Topic = “1”Content and “3” Social/affective (enacting a social norm); Role = “1” Information-giver and “2” Information seeker.]
  • “Sqrt[3] is a solution to the first equation. The fact that Mathematica didn't come up with that is what prompted my question. Evaluate [Abs[1/(1 + j*3^(1/2))]] outputs 1/2. But thanks for the information regarding Abs of complex numbers.”
    [This is Topic = “1” Content, and “3” Social/affective; Role = “1” Help-giver.]
  • “Could you identify which exercise, homework, or lab problem you're working on?”
    [This is topic = “1” -content; Role = “1” Information-seeker, and “2” Help-giver. Dual codes are given for role in this case because it is unknown if the poster also has a question about the content or if he/she is attempting to focus the question in order to provide assistance.]