Studying Learning in the Worldwide Classroom Research into edX's First MOOC
Breslow, Lori · Pritchard, David E. · DeBoer, Jennifer · Stump, Glenda S. · Ho, Andrew D. · Seaton, Daniel T.
| Published | 2013 |
| Journal | Research & Practice in Assessment Volume 8, Pages 13-25 |
| Country | United States, North America |
ABSTRACT
"Circuits and Electronics" (6.002x), which began in March 2012, was the first MOOC developed by edX, the consortium led by MIT and Harvard. Over 155,000 students initially registered for 6.002x, which was composed of video lectures, interactive problems, online laboratories, and a discussion forum. As the course ended in June 2012, researchers began to analyze the rich sources of data it generated. This article describes both the first stage of this research, which examined the students' use of resources by time spent on each, and a second stage that is producing an in-depth picture of who the 6.002x students were, how their own background and capabilities related to their achievement and persistence, and how their interactions with 6.002x's curricular and pedagogical components contributed to their level of success in the course.| Published at | Massachusetts |
| Language | English |
| ISSN | 2161-4210 |
| Refereed | Yes |
| URL | https://eric.ed.gov/?id=EJ1062850 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 481 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
The double classroom: Design patterns using MOOCs in teacher education
Nortvig, Anne-Mette; Gynther, Karsten; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This paper presents findings from a study that used an archived MOOC as Open Educational Resources in teacher education in a hybrid learning setting. Using a design-based research approach created through collaboration ...
Match: Seaton, Daniel T.; classroom
Nonnative English-speaking students’ lived learning experiences with MOOCs in a regular college classroom
Cho, Moon-Heum; Byun, Moon-Kyoung
The goal of this study was to gain in-depth understanding about nonnative English-speaking students’ lived experiences with massive open online courses (MOOCs) in a regular college classroom. Phenomenological ...
Match: classroom; college students
Design model for integrating Learning Activity Management System (LAMS), Massive Open Online Courses (MOOC) and flipped classroom in Taylor's Integrated Moodle e-Learning System (TIMeS)
Wong, Seng Yue; Tee, Wee Jing; Lim, Pui Voon; Tang, Siew Fun; Logonnathan, Loshinikarasi
The e-learning strategic plan for Taylor's University is being much student centred and focuses on intentional learning. Blended learning has been proposed to apply in Taylor's University to enrich students' quality via ...
Match: classroom
Integrating MOOC and flipped classroom practice in a traditional undergraduate course: Students’ experience and perceptions
Li, Yan; Zhang, Muhua; Bonk, Curtis J.; Guo, Niki
The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students’ experience and ...
Match: classroom
Use of Hybrid Classroom and Open Educational Resources: Experience gained from a university in Hong Kong
Dragicevic, Nikolina; Pavlidou, Ioanna; Tsui, Eric
Hybrid classroom, which combines face-to-face and online learning, is becoming a popular way of delivering courses in higher education and a subject of growing interest in academic literature. At the same time, the ...
Match: classroom
From low-scale to collaborative, gamified and massive-scale courses: Redesigning a MOOC
Ortega-Arranz, Alejandro; Sanz-Martínez, Luisa; Álvarez-Álvarez, Susana; Muñoz-Cristóbal, Juan A.; et al.
Despite the success of MOOCs to promote open leaning, they are usually criticized for their high drop-out rates and behaviorist pedagogical approach. Some active learning strategies, such as collaboration and ...
Match: Seaton, Daniel T.
To change or not to change? That's the question... On MOOC-success, barriers and their implications
Henderikx, Maartje; Kreijns, Karel; Kalz, Marco; Kloos, Carlos Delgado; et al.
This explorative study aimed to get an understanding of MOOC-success as seen from the perspective of the MOOC-taker and the types of barriers which might stand in the way of this success. Data of two MOOCs was used to ...
Match: Seaton, Daniel T.
An international collaboration in the design experience of a MOOC series
Sancassani, Susanna; Corti, Paola; Baudo, Valeria; Kloos, Carlos Delgado; et al.
Is it possible to accelerate didactical innovation processes by building new kinds of collaboration between different institutions in the Higher Education scenario? Using MOOCs as a lever to share experiences and ...
Match: Seaton, Daniel T.
Additional functionalities to convert an xMOOC into an xLMOOC
Gimeno-Sanz, Ana; Navarro-Laboulais, Cristina; Despujol-Zabala, Ignacio; Kloos, Carlos Delgado; et al.
This paper deals with the Learn Spanish: Basic Spanish for English Speakers MOOC designed at Universitat Politècnica de València, Spain, for the edX platform. It focuses on the tools that had to be implemented in ...
Match: Seaton, Daniel T.
Giving flexible learners a head start on higher education: Designing and implementing a pre-induction socialisation MOOC
Brunton, James; Brown, Mark; Costello, Eamon; Farrell, Orna; et al.
This paper reports on a five week pre-induction socialisation MOOC that facilitates successful transition into Higher Education for flexible learners. In this context a broad definition is adopted of flexible learners, ...
Match: Seaton, Daniel T.
