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 399 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
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
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.
Towards E-presence at distance as a way to reach and share E-quality: The case of the ECO sMOOCs
Frau-Meigs, Divina; Bossu, Adeline; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This paper presents an original approach to e-presence in social participatory MOOCs (or sMOOCs), taking the case of EU-funded ECO project on sMOOCs. First it considers the model for e-presence based on the different ...
Match: Seaton, Daniel T.
A social learning space grid for MOOCs: Exploring a FutureLearn case
Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike; Kloos, Carlos Delgado; et al.
Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible ...
Match: Seaton, Daniel T.
Characterizing video use in the catalogue of MITx MOOCs
Seaton, Daniel T.; Nesterko, Sergiy; Mullaney, Tommy; Reich, Justin; et al.
Lecture videos intended to substitute or parallel the on-campus experience are a central component of nearly all current Massive Open Online Courses (MOOCs). Recent analysis of resources used in the inaugural course ...
Match: Seaton, Daniel T.
