Carolyn P. Rose, Pam Goldman, Jennifer Zoltners Sherer, and Lauren Resnick To develop technology capable of supporting effective participation in conversation to achieve a positive impact on human learning, growth, and well-being. Classroom discussion can motivate for higher successful facilitative Read More …
Category: MOOC
Studying a MOOC
Neil Morris, and James Lambe What is a MOOC? Preparing to study a MOOC Studying an online course: maximizing your learning After the MOOC, what’s next? Putting it all together: case studies BEST GUIDELINES of MOOC Read More
Rules of Engagement- Strategies to Increase Online Engagement at Scale
Anne Trumbore Three critical conditions for engagement are student collaboration; cohesive, open-ended assignments; and learning communities. Read More
Motivation as a Lens to Understand Online Learners: Towards Data-Driven Design with the OLEI Scale
Rene F. Kizilcec, and Emily Schneider The next generation of open online courses should better account for learner motivations in their designs. For instance, a substantial number of learners were found to take online courses for social reasons Read More
Social Network Formation and its Impact on Learning in MOOC-Eds
Shaun Kellogg, Sherry Booth, and Kevin Oliver What are the patterns of peer interaction and the structure of peer networks that emerge over the course of two MOOC-Eds? To what extent do participant and network attributes (e.g., homophily, reciprocity, transitivity) Read More …
HarvardX and MITx: The First Year of Open Online Courses
Ho, A. D., Reich, J., Nesterko, S., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. Introduction Interpreting Findings Differences Among the First HarvardX and MITx Courses Descriptive Statistics Read More
HarvardX and MITx: Two Years of Open Online Courses
Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., & Petersen, R. Trends and patterns in demographics and outcomes. Teachers-as-learners. Visualizing the HarvardX and MITx course network. Differences across Read More …
A Study on the Pedagogical Components of Massive Online Courses
Raposo-Rivas, Manuela Martínez-Figueira, Esther Sarmiento-Campos, José Antoni What profiles do Spanish languages MOOC present? Do platforms condition pedagogical designs? Which MOOC components are platform independent? Different platform providers condition the pedagogical design of the MOOCs in five key areas: learning, activities and tasks, Read More …
Community TAs Scale High-Touch Learning, Provide Student-Staff Brokering, and Build Esprit de Corps
Kathryn Papadopoulos, Lalida Sritanyaratana, and Scott R Klemmer What is CTAs? How could CTAs facilitate learning? CTAs are recruited globally to provide 24-hour forum coverage to lead peer learning and improve coursework. We will continue to study CTA interactions though courses and Read More …
Beyond and Between “Traditional” MOOCs: Agile and Just-in-Time Learning Project Details
Jennifer Campbell, Alison Gibbs, Laurie Harrison, Stian Haklev (University of Toronto) What were the learners’ goals and could they be met by an archived-MOOC? Are deadlines and statements of accomplishment important motivators? Are there signs of self-organization and peer-support in the archived Read More …