A5075572197- Online Learning and Analytics
- Innovative Teaching and Learning Methods
- Innovative Teaching Methods
- Experimental Learning in Engineering
- Multimedia Communication and Technology
- Data Visualization and Analytics
- Open Education and E-Learning
- Video Analysis and Summarization
- Intelligent Tutoring Systems and Adaptive Learning
- Online and Blended Learning
- Teaching and Learning Programming
- Child Development and Digital Technology
- Innovations in Educational Methods
- Impact of Technology on Adolescents
- Mobile Learning in Education
- Social Media and Politics
Quantitative BioSciences
2020
Harvard University Press
2014-2020
Harvard University
2017
Massachusetts Institute of Technology
2014
<p>We studied student learning in the MOOC 8.MReV Mechanics ReView, run on edX.org open source platform. We two ways. administered 13 conceptual questions both before and after instruction, analyzing results using standard techniques for pre- posttesting. also analyzed each week’s homework test MOOC, including posttests, item response theory (IRT). This determined an average ability a relative improvement over course. The posttesting showed substantial learning: students had normalized...
Abstract Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open anyone with computer access and rarely have prerequisite requirements, the student backgrounds can be far more varied than in conventional classroom‐based courses. Prior studies shown that misconceptions huge impact on students' learning performance; however, no study has empirically examined relationship between persistence. This 12,913 MOOC‐takers examines how about...
Because MOOCs offer complete logs of student activities for each there is hope that it may be possible to find out which are the most useful learning. We start this quest by examining correlations between time spent on specific course resources and various measures performance: score assessments, skill as defined Item Response Theory, improvement in over period course, conceptual measured a pre-post test. study two offered edX.org MIT faculty: Circuits Electronics (6.002x) Mechanics Review...
Abstract We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for reformed introductory physics classroom at the Massachusetts Institute Technology, in which teaching staff interact with small groups students doing problems using an expert problem‐solving pedagogy. The MOOC contains e‐text, simple checkpoint and homework. show how certain course design aspects affect student behaviour: (a) frequent quizzes correlated reading large...
Participants' engagement in massive online open courses (MOOCs) is highly irregular and self-directed. It well known the field of television media that substantial parts audience tend to drop out at major episodic, or seasonal, closures, which makes creating cliff-hangers a crucial strategy retain viewers (Bakker, 1993; Cazani, 2016; Thompson, 2003). Could there be an analogous pattern MOOCs—with elevated probability dropout chapter transitions? Applying disjoint survival analysis on sample...
Information hierarchies are difficult to express when real-world space or time constraints force traversing the hierarchy in linear presentations, such as educational books and classroom courses. We present booc.io, which allows non-linear presentation navigation of concepts material. To support a breadth material for each concept, booc.io is Web based, adding lecture slides, book chapters, videos, LTIs. A visual interface assists creation needed hierarchical structures. The goals our system...
Staff from edX, MIT, and Harvard will present two instructor dashboards for edX MOOCs. Current workflows be described, parsing displaying data to using course revision. A major focus lessons learned in the first years of deployment.
Information hierarchies are difficult to express when real-world space or time constraints force traversing the hierarchy in linear presentations, such as educational books and classroom courses. We present booc.io, which allows non-linearpresentation navigation of concepts material. To support a readth material for each concept, booc.io is Web based, adding lecture slides, book chapters, videos, LTIs. A visual interface assists creation needed hierarchical structures. The goals our system...
Some observations on the differences between teaching face-to-face and through an online course. The opportunities, as well things that may be lost, education grows.