Joshua Littenberg‐tobia
Biographic Data
| ID | 3487777 |
|---|---|
| NAME | Joshua Littenberg‐tobia |
| GIVEN NAMES | Joshua |
| FAMILY NAME | Littenberg‐tobia |
| SIGNATURE | TOBIA J L |
| AFFILIATIONS | Massachusetts Institute of Technology |
| ORCID | 0000-0002-7204-3937 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
What Did We Learn About Massive Open Online Courses for Teachers? A Scoping Review
The growing interest in professional development for teachers via massive open online courses (MOOCs) raises the need for identifying the existing gaps in the literature on the topic. In this literature review, we were able to identify 68 relevant studies. They mostly used mixed methods (57%) and surveys (82%), and only reported descriptive statistics (52%). They also tended to measure participants’ attitudes (41%) and engagement (40%). Based on …
“Divisive Issues” and Collateral Damage: The Evolving Needs of Teachers Entrenched in the Culture War
Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called “divisive issues.” This paper examines teachers’ perceptions of what they need to be prepared to teach in states where “divisive issues” legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states’ divisive issues legislation, and w…
What I wanted and what I did: Motivation and engagement in a massive open online course
Large-Scale Learning for Local Change: The Challenge of Massive Open Online Courses as Educator Professional Learning
How can large-scale open online learning serve the professional learning needs of educators which are often highly localized? In this mixed-methods study, we examine this question through studying the learning experiences of participants in four massive open online courses (MOOCs) that we developed on educational change leadership ( N = 1,712). We observed that educators were able to integrate their learning from the online courses across a varie…
Location in the multiverse of methods: Measuring online users’ contexts
Identifying online users’ contexts can help researchers understand their needs. However, the validity of different methods for identifying the location of online users has been underexplored. This paper proposes using multiple methods and examining their impact on different research questions to determine their validity. It then demonstrates this approach using data from six Massive Open Online Courses (MOOCs) by examining whether different metho…
Teaching Citizens: What Can Naep Civics Tell Us about Active Learning in Civics
In recent years, state policy makers have passed legislation to improve civics education in order to address the persistently low levels of youth civic engagement. However, there is considerable disagreement about what types of learning experiences best prepare students to be active, engaged civic actors. Should students have direct instruction in democratic structures and processes so that students are well informed when they become adult citize…
Studying Learner Behavior in Online Courses With Free-Certificate Coupons: Results From Two Case Studies
The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses with and without free-certificate coupons. …
Evaluating access, quality, and equity in online learning: A case study of a Mooc-based blended professional degree program
Diverging Paths: Understanding Racial Differences in Civic Engagement Among White, African American, and Latina/o Adolescents Using Structural Equation Modeling
There is increasing concern about the large civic engagement gap between Whites and Latina/o and African American youth. Some suggest this may be because traditional models and measures of civic engagement may not be as applicable for youth from historically marginalized groups. With an urban sample of middle and high school‐age youth ( n = 903, 52% female), we used structural equation modeling to identify differences in civic pathways between yo…
Action Civics for Promoting Civic Development: Main Effects of Program Participation and Differences by Project Characteristics
Using both quantitative and qualitative data, this study examined the effect of participating in an action civics intervention, Generation Citizen ( GC ), on civic commitment, civic self‐efficacy, and two forms of civic knowledge. The sample consisted of 617 middle and high schools students in 55 classrooms who participated, or were soon to participate, in Generation Citizen. Hierarchical linear models revealed that participating in Generation Ci…
Diverging Paths: Understanding Racial Differences in Civic Engagement Among White, African American, and Latina/o Adolescents Using Structural Equation Modeling
There is increasing concern about the large civic engagement gap between Whites and Latina/o and African American youth. Some suggest this may be because traditional models and measures of civic engagement may not be as applicable for youth from historically marginalized groups. With an urban sample of middle and high school‐age youth ( n = 903, 52% female), we used structural equation modeling to identify differences in civic pathways between yo…
Action Civics for Promoting Civic Development: Main Effects of Program Participation and Differences by Project Characteristics
Using both quantitative and qualitative data, this study examined the effect of participating in an action civics intervention, Generation Citizen ( GC ), on civic commitment, civic self‐efficacy, and two forms of civic knowledge. The sample consisted of 617 middle and high schools students in 55 classrooms who participated, or were soon to participate, in Generation Citizen. Hierarchical linear models revealed that participating in Generation Ci…
Evaluating access, quality, and equity in online learning: A case study of a Mooc-based blended professional degree program
Teaching Citizens: What Can Naep Civics Tell Us about Active Learning in Civics
In recent years, state policy makers have passed legislation to improve civics education in order to address the persistently low levels of youth civic engagement. However, there is considerable disagreement about what types of learning experiences best prepare students to be active, engaged civic actors. Should students have direct instruction in democratic structures and processes so that students are well informed when they become adult citize…
Diverging Paths: Understanding Racial Differences in Civic Engagement Among White, African American, and Latina/o Adolescents Using Structural Equation Modeling
There is increasing concern about the large civic engagement gap between Whites and Latina/o and African American youth. Some suggest this may be because traditional models and measures of civic engagement may not be as applicable for youth from historically marginalized groups. With an urban sample of middle and high school‐age youth ( n = 903, 52% female), we used structural equation modeling to identify differences in civic pathways between yo…
Action Civics for Promoting Civic Development: Main Effects of Program Participation and Differences by Project Characteristics
Using both quantitative and qualitative data, this study examined the effect of participating in an action civics intervention, Generation Citizen ( GC ), on civic commitment, civic self‐efficacy, and two forms of civic knowledge. The sample consisted of 617 middle and high schools students in 55 classrooms who participated, or were soon to participate, in Generation Citizen. Hierarchical linear models revealed that participating in Generation Ci…
Studying Learner Behavior in Online Courses With Free-Certificate Coupons: Results From Two Case Studies
The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses with and without free-certificate coupons. …
Evaluating access, quality, and equity in online learning: A case study of a Mooc-based blended professional degree program
Teaching Citizens: What Can Naep Civics Tell Us about Active Learning in Civics
In recent years, state policy makers have passed legislation to improve civics education in order to address the persistently low levels of youth civic engagement. However, there is considerable disagreement about what types of learning experiences best prepare students to be active, engaged civic actors. Should students have direct instruction in democratic structures and processes so that students are well informed when they become adult citize…
Large-Scale Learning for Local Change: The Challenge of Massive Open Online Courses as Educator Professional Learning
How can large-scale open online learning serve the professional learning needs of educators which are often highly localized? In this mixed-methods study, we examine this question through studying the learning experiences of participants in four massive open online courses (MOOCs) that we developed on educational change leadership ( N = 1,712). We observed that educators were able to integrate their learning from the online courses across a varie…
Location in the multiverse of methods: Measuring online users’ contexts
Identifying online users’ contexts can help researchers understand their needs. However, the validity of different methods for identifying the location of online users has been underexplored. This paper proposes using multiple methods and examining their impact on different research questions to determine their validity. It then demonstrates this approach using data from six Massive Open Online Courses (MOOCs) by examining whether different metho…
What I wanted and what I did: Motivation and engagement in a massive open online course
“Divisive Issues” and Collateral Damage: The Evolving Needs of Teachers Entrenched in the Culture War
Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called “divisive issues.” This paper examines teachers’ perceptions of what they need to be prepared to teach in states where “divisive issues” legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states’ divisive issues legislation, and w…
What Did We Learn About Massive Open Online Courses for Teachers? A Scoping Review
The growing interest in professional development for teachers via massive open online courses (MOOCs) raises the need for identifying the existing gaps in the literature on the topic. In this literature review, we were able to identify 68 relevant studies. They mostly used mixed methods (57%) and surveys (82%), and only reported descriptive statistics (52%). They also tended to measure participants’ attitudes (41%) and engagement (40%). Based on …
Psychology (9 works) · Computer Science (6 works) · Mathematics education (6 works) · Online Learning and Analytics (6 works) · Pedagogy (5 works) · Political science (5 works) · Civic engagement (3 works) · Online and Blended Learning (3 works) · Certificate (2 works) · Civics (2 works)