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Posted in: MOOC Research

Guest Post: Josh Kim, Director of Digital Learning Initiatives at the Dartmouth Center for the Advancement of Learning (DCAL) This post originally appeared on the Inside Higher Ed Technology and Learning blog on April 26, 2015. Comments on the IHE stories about the ASU/edX partnership appear to be running strongly to the critical. I’d like to make a start at enumerating our IHE community’s concerns, and to then offer some counterarguments....

Read More about ASU / edX GFA Partnership

Posted in: MOOC Research

Guest Post: SchoolYourself This post original ran on the SchoolYourself blog on April 22, 2015. All the lessons of AlgebraX (one of our math MOOCs on edX) have now been posted. And the feedback from students has been incredible! We still have two more weeks of lessons to post for GeometryX, on surface area and transformations, and then that MOOC will be complete as well. As edX CEO Anant Agarwal...

Read More about MOOCs are getting personal, but also more engaging!

Posted in: MOOC Research

Moving the needle on MOOC learner demographics MOOCs have been faulted for missing an important mark by catering to learners who already possess college degrees. On edX 66% of learners already have degrees, while the reported percentage goes as high as 80% on other MOOC platforms. As a nonprofit, we continue to focus on our mission to increase access to education and made a commitment...

Read More about How to bring less educated learners to MOOCs

Posted in: Education Leaders / MOOC Research

Overall participation in HarvardX and MITx MOOCs remains substantial and average growth has been steady. This report explores how diverse audiences — including explorers, teachers-as-learners, and residential students — use MOOCs and provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.​ This post originally ran on Education Week on April 1, 2015. Today, my colleagues and I from the HarvardX and MITx...

Read More about Three Insights from the HarvardX and MITx Year Two Reports

Posted in: MOOC Research

Guest Post: Daniel Seaton, Cody Coleman, Jon Daries, Isaac Chuang Since the inception of MITx, discussion forums have provided subtle clues that teachers are enrolling in MOOCs. One of the first clues involved the inaugural run of 8.MReV: Mechanics ReView, whose course staff discovered a number of high school teachers eager to work through material while assisting motivated students in discussion forums. The 8.MReV staff...

Read More about Are we missing opportunities to engage teachers with MOOCs?

Posted in: MOOC Research

Can an online course really teach students as well as a traditional on-campus course? Many believe not – they feel that while Massive Open Online Courses (MOOCs) are accessible, they are offer an inferior learning experience, lacking the richness of person-to-person interaction possible on a campus. We set out to assess this situation and learn more about online learning itself. Here at the Australian National University,...

Read More about 87% of Students Say They Gain as Much or More From Online Courses Compared to On-campus Courses

Posted in: MOOC Research

This post originally ran on Inside Higher Ed on December 3, 2014.  MOOCs are at an interesting phase in their evolution. With MOOC mania subsiding somewhat, the field is coalescing around aspirational goals to make MOOCs more engaging, interactive, personalized, and sustainable. Some thought leaders are calling it MOOC 2.0. Just as MOOC 1.0 research stimulated a healthy debate about the market for free online...

Read More about MOOC Research Learning Curves

Posted in: MOOC Research

Harnessing 130 million click stream events to make predictions A question of central importance to MOOCs that we are trying to answer with the help of big data and machine learning is: who is likely to drop out of a MOOC and why? Put another way, what predicts whether a student will make it to the final week of an edX course? (We call drop out “stopout” in all our...

Read More about Who is likely to drop out and why?

Posted in: MOOC Research

The MIT RELATE (Research in Learning, Assessing and Tutoring Effectively) group has released a study comparing learning gains in the MITx Mechanics Review physics course with students in residential classrooms. According to the study, MOOC students learned a bit more than students in a traditional university course, but less than students taught with an interactive engagement pedagogy (as would typically be exemplified by a blended...

Read More about Comparing Effectiveness of Learning in MOOCs and Classrooms