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 394 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
Do Open Educational Resources and cloud classroom really improve students' learning?
Tsai, C.-W.; Shen, P.-D.
More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design ...
Match: classroom
Improving MOOC student learning through enhanced peer-to-peer tasks
Bordel, Borja; Alcarria, Ramón; Martín, Diego; Sánchez-de-Rivera, Diego; et al.
In the context of MOOCs, activities that imply a deeper learning are, undoubtedly, P2P tasks. However, the traditional MOOC structure makes very difficult to evaluate the learning level obtained by students when ...
Match: Seaton, Daniel T.
A MOOC camp-based flipped classroom: Integrating MOOCs into university curriculum
Mabuan, Romualdo A.
Massive Open Online Courses (MOOCs) are dramatically breaking borders and barriers to teaching and learning as they democratize access to quality international education for teachers and students across the globe. MOOC ...
Match: classroom
The EMMA experience. Emerging patterns and factors for success
De Rosa, Rosanna; Ferrari, Chiara; Kerr, Ruth; Kloos, Carlos Delgado; et al.
Since 2008, when the first experiment with MOOCs took place, much has been said, written and explored. However, almost ten years later we are unable to say whether MOOCs are really a desirable learning experience and, ...
Match: Seaton, Daniel T.
Effect of free certificate discontinuation in completion rates of MOOC
Despujol, Ignacio M.; Turró, Carlos; Castañeda, Linda; Busquets, Jaime; et al.
Completion rates have been a controversial topic since Massive Open Online Courses (MOOCs) became mainstream in 2012. In January 2016, based in previous trials, edx.org discontinued the free honor code certificate for ...
Match: Seaton, Daniel T.
Towards full engagement for open online education. A practical experience for a MicroMaster
Hernández, Rocael; Amado-Salvatierra, Hector R.; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This work explores on the different phases of the student's participation in a MOOC. For this particular study three phases of a MOOC are defined: pre-MOOC, MOOC and post-MOOC. This work presents an innovative framework ...
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.
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.
