.. _Enrollment_Geography:

#############################
Enrollment Geography
#############################

Where are my students from? Enrollment geography data helps you understand the
global reach of your course.

.. contents::
   :local:
   :depth: 2

Enrollment geography data is updated every day. Changes in the locations
for enrolled students through the end of the previous day (23:59 UTC) are
included.

********************************************
Gaining Insight into Student Location
********************************************

EdX Insights delivers data about student location in a map, a set of metrics,
and a report that you can view or download. Descriptions follow; for detailed
information about the computations, see :ref:`Reference`.

======================================
Geographic Distribution Map
======================================

The map uses a color scale to indicate the percentage of current course
enrollment represented by students from each country. The darker the shade, the
higher the enrollment percentage. You can view the current enrollment count for
each country by moving your mouse over the map.

In this example, the country with the highest number of enrolled students is
the United States. The cursor is pointing to Brazil, and a tooltip shows the
percentage of students enrolled in the course from that country.

.. image:: ../images/geography_chart.png
 :alt: Map showing the tooltip for the country of Brazil.

======================================
Total Countries Represented Metric
======================================

This metric reports the number of countries in which one or more students are
located.

======================================
Top Country by Enrollment Percentage
======================================

This statistic reports the country with the highest percentage of students.

========================================
Second Country by Enrollment Percentage
========================================

This statistic reports the country with the second highest percentage of
students.

======================================
Third Country by Enrollment Percentage
======================================

This statistic reports the country with the third highest percentage of
students.

======================================
Geographic Breakdown Report
======================================

.. the downloadable report will have country/total/percentage

The columns in this report show each **Country** and its **Percentage** and
**Current Enrollment**. Students whose location cannot be determined are
reported in the "Unknown" category.

To download the Enrollment Over Time report in a comma-separated value file,
click **Download CSV**. The CSV file contains the following columns:

* count
* country.alpha2 (the two-character ISO 3166 country code)
* country.alpha3 (the three-character ISO 3166 country code)
* country.name
* course_id
* created (the date and time of the computation)
* date

.. note:: The CSV file is UTF-8 encoded, but not all spreadsheet applications
 interpret and render UTF-8 encoded characters correctly. For example, a French
 country name that includes accented characters displays differently in
 Microsoft Excel for Mac than in OpenOffice Calc. If you notice characters that
 do not display as expected, try a spreadsheet application such as LibreOffice,
 OpenOffice Calc, or Apache OpenOffice to open the CSV file.

See the :ref:`Reference` for a detailed description of how location values are
determined.

.. info on why you might want to download, what to do with csv after

*********************************************************
Analytics in Action: Interpreting Geographic Distribution
*********************************************************

=============================
Teaching with a Global Reach
=============================

To make their courses more welcoming to a geographically and culturally diverse
student body, team members have changed their courses in a variety of ways.

* A team in the United States realized that they had almost as many students
  from India enrolled as from their own country. To provide the same experience
  to students participating across a time difference of more than nine hours,
  the team adjusted their schedules so that discussion moderation coverage
  covered more hours in each day.

* After he identified the top few countries where students in his course were
  located, one professor made a quick change to some of the homework problems.
  Instead of using first names that are only common among American and European
  students in the problem text and examples, he sprinkled in names that would
  be familiar to students in India, Colombia, and China.

  The same professor also checked the scheduled due dates for his course
  assignments, and found that it made sense to change a due date that fell on
  a major festival day in India.

.. * Another team provided a Hindi translation of their course introduction.

=======================================================
Investing Based on Demonstrated Need, Not Predictions
=======================================================

Delivering content, especially videos, to students in every country in the
world means meeting differing technological requirements. Instead of working to
make every video available to a global audience before the course started, one
team took more of a wait-and-see approach. In the months leading up to the
course start date, the team tracked the number of students who, based on
location, could only access videos if they were hosted on a third-party site.
The team was able to use the actual number and percentage of students from the
affected country in their justification of the increased costs of creating the
alternate video delivery channel.

============================
Fostering Community
============================

When students enroll in a course and click through from the edX dashboard, they
see the course **Home** page first. One professor welcomed students into the
course community by including enrollment data from previous iterations of his
course. By showcasing the size and geographic reach of the course in this way,
the professor used the "wow" factor of his MOOC to capture interest and
escalate enthusiasm.
