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 154 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
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
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
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
Types of dropout in adaptive open online courses
Skryabin, Maxim; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
This study is devoted to different types of students' behavior before they drop an adaptive course. The Adaptive Python course at the Stepik educational platform was selected as the case for this study. Student behavior ...
Match: seaton, daniel t.
#MOOC friends and followers: An analysis of Twitter hashtag networks
Costello, Eamon; Brown, Mark; Nair, Binesh; Mhichíl, Mairéad Nic Giolla; et al.
In this paper we present results of the initial phase of a project which sought to analyze the community who use the hashtag #MOOC in Twitter. We conceptualize this community as a form of networked public. In doing so ...
Match: seaton, daniel t.
Mentoring learners in MOOCs: A new way to improve completion rates?
Dhorne, Lucie; Deflandre, Jean-Pierre; Bernaert, Olivier; Bianchi, Sébastien; et al.
Since the launch of the MIT Open-Course Ware in 2001, MOOCs have developed exponentially. From a dozen in 2011, they have become ubiquitous in higher education nowadays. Far from bringing about a revolution in teaching ...
Match: seaton, daniel t.
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.
Early prediction and variable importance of certificate accomplishment in a MOOC
Ruipérez-Valiente, José A.; Cobos, Ruth; Muñoz-Merino, Pedro J.; Andujar, Álvaro; et al.
The emergence of MOOCs (Massive Open Online Courses) makes available big amounts of data about students' interaction with online educational platforms. This allows for the possibility of making predictions about future ...
Match: seaton, daniel t.