Changing “Course”
Reconceptualizing Educational Variables for Massive Open Online Courses
Bibliographic Data
| ID | 9735181 |
|---|---|
| Authors | Jennifer DeBoer (0000-0003-0877-6244, Massachusetts Institute of Technology, corresponding author), Andrew D Ho (Harvard Graduate School of Education), Andrew Ho (0000-0003-1287-9844, Harvard University), Glenda S Stump (Massachusetts Institute of Technology), Glenda Stump (0000-0001-6542-6393, Massachusetts Institute of Technology), Lori Breslow (Massachusetts Institute of Technology) |
| Year | 2014 |
| Volume | 43 |
| Issue | 2 |
| Pages | 74-84 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x14523038 |
| OpenAlex | W2115903838 |
| Language | EN |
| Citations received | 33 |
| References cited | 25 |
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context
Asynchronous communication · Content analysis · Context (archaeology · Course (navigation · Curriculum · Distance education · Geography · Massive open online course · Mathematics education · Pedagogy · Social science · Sociology · Computer Science · Engineering · Online and Blended Learning · Online Learning and Analytics · Psychology
Learning in Moocs
Understanding the massive open online course (Mooc) student experience
Learner engagement in Moocs
Exploring the factors affecting Mooc retention
Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (Mooc)
Challenges of Blended Learning in Refugee Camps
Growth and Collaboration in Massive Open Online Courses
Applying Learning Analytics in Online Environments
Analyse de traces d’interaction et reconceptualisation des indicateurs de performance de Mooc
Teaching and Learning in Higher Education in Bangladesh during the Covid-19 Pandemic
Diagnostic classification modeling of EFL learners’ online learning performances during Covid-19 pandemic
Influence of massive open online courses implementation on satisfaction and continuance intention of students
Self-regulation of learning and Mooc retention
Not easy to get off track
Supporting learners' self-regulated learning in Massive Open Online Courses
The use of Massive Open Online Courses (Moocs) in blended learning courses and the functional value perceived by students
Embracing the challenge
Computational thinking and assignment resubmission predict persistence in a computer science Mooc
Exploring an effective automated grading model with reliability detection for large‐scale online peer assessment
High-stake student drop-out prediction using hidden Markov models in fully asynchronous subscription-based Moocs
Acting in secret
Is peer review an appropriate form of assessment in a Mooc? Student participation and performance in formative peer review
Evaluating access, quality, and equity in online learning
Evaluating Assessment in Moocs
Modelling students’ performance in Moocs
Expanding outcomes
Content Matters
Moocs From the Viewpoint of the Learner
Moving Through Moocs
Ambiguous Credentials
Persistence Patterns in Massive Open Online Courses (Moocs)
Predictors of Retention and Achievement in a Massive Open Online Course
Comprendre la mobilisation des Mooc dans les trajectoires individuelles
Specification and testing of some modified count data models
Zero-Inflated Poisson Regression, with an Application to Defects in Manufacturing
Deconstructing disengagement
Learning Science in Informal Environments
Making Sense of Moocs
Journal of higher education
Common Core Standards
The State of Wiki Usage in U.S. K–12 Schools
Understanding Classroom Interaction
Course Shopping in Urban Community Colleges
Students' Perceptions of Their Classroom Participation and Instructor as a Function of Gender and Context
From the Achievement Gap to the Education Debt
| Unique citing works | 33 |
|---|---|
| Citations per year | 2,75 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |