Abstract
Student-participation data from the inaugural MITx (now edX) course---6.002x: Circuits and Electronics---unpacks MOOC student behavior.
- Ames, C. and Archer, J. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology 80, 3 (1988), 260.Google ScholarCross Ref
- Baker, R.S., D'Mello, S.K., Rodrigo, M.M.T., and Graesser, A.C. Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive--affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies 68, 4 (2010). Google ScholarDigital Library
- Cummings, K., French, T., and Cooney, P.J. Student textbook use in introductory physics. In Proceedings of the Physics Education Research Conference, 2002.Google ScholarCross Ref
- Freeman, S., Haak, D., and Wenderoth, M.P. Increased course structure improves performance in introductory biology. CBE-Life Sciences Education 10, 2 (2011).Google ScholarCross Ref
- Guzdial, M. Deriving Software Usage Patterns from Log Files. Technical Report GIT-GVU-93-41, 1993.Google Scholar
- Hyman, P. In the year of disruptive education. Commun. ACM, 55, 12 (Dec. 2012). Google ScholarDigital Library
- Jiang, L., Elen, J., and Clarebout, G. The relationships between learner variables, tool-usage behavior, and performance. Computers in Human Behavior 25, 2 (2009). Google ScholarDigital Library
- Johnstone, S.M. Open educational resources serve the world. Educause Quarterly 28, 3 (2005).Google Scholar
- Kolowich, S. Who takes MOOCs? Inside Higher Education 5 (2012).Google Scholar
- Kortemeyer, G. Gender differences in the use of an online homework system in an introductory physics course. Physical Review Special Topics: Physics Education Research 5, 1 (2009).Google ScholarCross Ref
- Laverty, J.T., Bauer, W., Kortemeyer, G., and Westfall, G. Want to reduce guessing and cheating while making students happier? Give more exams! Physics Teacher 50, 9 (2012).Google Scholar
- Martin, F.G. Will massive open online courses change how we teach? Commun. ACM 55, 8 (2012). Google ScholarDigital Library
- McAuley, A., Stewart, B., Siemens, G., and Cormier, D. The MOOC model for digital practice. Social Sciences and Humanities Research Council, Knowledge Synthesis Grant on the Digital Economy, 2010.Google Scholar
- Minaei-Bidgoli, B., Kortemeyer, G., and Punch, W.F. Enhancing online learning performance: An application of data mining methods. Immunohematology 62, 150 (2004).Google Scholar
- Morote, E.S. and Pritchard, D.E. What course elements correlate with improvement on tests in introductory Newtonian mechanics? American Journal of Physics 77 (2009).Google Scholar
- Pappano, L. The year of the MOOC. The New York Times (Nov. 2, 2012).Google Scholar
- Podolefsky, N. and Finkelstein, N. The perceived value of college physics textbooks: Students and instructors may not see eye to eye. The Physics Teacher 44 (2006).Google Scholar
- Seaton, D.T., Bergner, Y., Kortemeyer, G., Rayyan, S., Chuang, I., and Pritchard, D.E. The impact of course structure on etext use in large-lecture introductory-physics courses. In Proceedings of the Physics Education Research Conference, 2013.Google Scholar
- Stewart, J., Stewart, G., and Taylor, J. Using time-on-task measurements to understand student performance in a physics class: A four-year study. Physical Review Special Topics-Physics Education Research 8, 1 (2012).Google ScholarCross Ref
- Vardi, M.Y. Will MOOCs destroy academia? Commun. ACM 55, 11 (Nov. 2012). Google ScholarDigital Library
- Warnakulasooriya, R., Palazzo, D.J., and Pritchard, D.E. Time to completion of Web-based physics problems with tutoring. Journal of the Experimental Analysis of Behavior 88, 1 (2007).Google ScholarCross Ref
Index Terms
- Who does what in a massive open online course?
Recommendations
Benefit and Cost Analysis of Massive Open Online Courses: Pedagogical Implications on Higher Education
There has been much research done on online learning including research on online educational activities and methods. The use of technology is gaining rising importance in higher education due to the benefits that it brings. In terms of adopting new ...
Benefit and Cost Analysis of Massive Open Online Courses: Pedagogical Implications on Higher Education
There has been much research done on online learning including research on online educational activities and methods. The use of technology is gaining rising importance in higher education due to the benefits that it brings. In terms of adopting new ...
Benefit and Cost Analysis of Massive Open Online Courses: Pedagogical Implications on Higher Education
There has been much research done on online learning including research on online educational activities and methods. The use of technology is gaining rising importance in higher education due to the benefits that it brings. In terms of adopting new ...
Comments