The Experts below are selected from a list of 80970 Experts worldwide ranked by ideXlab platform
Jennifer Berdan Lozano - One of the best experts on this subject based on the ideXlab platform.
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virtually unlimited classrooms pedagogical practices in massive open Online Courses
Internet and Higher Education, 2015Co-Authors: Brit Tovenlindsey, Robert A Rhoads, Jennifer Berdan LozanoAbstract:Abstract Massive open Online Courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these Online Courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these Courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open Online learning.
Matthew B Hoy - One of the best experts on this subject based on the ideXlab platform.
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moocs 101 an introduction to massive open Online Courses
Medical Reference Services Quarterly, 2014Co-Authors: Matthew B HoyAbstract:Massive Open Online Courses (MOOCs) are a new type of Online class that allow anyone, anywhere, to participate via video lectures, computer graded tests, and discussion forums. This article will give a basic overview of what MOOCs are, how they work, and some of their inherent advantages and disadvantages. It will also explore what MOOCs mean for medical education and libraries. A list of MOOC-related resources is also included.
Brit Tovenlindsey - One of the best experts on this subject based on the ideXlab platform.
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virtually unlimited classrooms pedagogical practices in massive open Online Courses
Internet and Higher Education, 2015Co-Authors: Brit Tovenlindsey, Robert A Rhoads, Jennifer Berdan LozanoAbstract:Abstract Massive open Online Courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these Online Courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these Courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open Online learning.
Isaac L Chuang - One of the best experts on this subject based on the ideXlab platform.
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modelling and using response times in Online Courses
Journal of learning Analytics, 2019Co-Authors: Ilia Rushkin, Isaac L Chuang, Dustin TingleyAbstract:Each time a learner in a self-paced Online course seeks to answer an assessment question, it takes some time for the student to read the question and arrive at an answer to submit. If multiple attempts are allowed, and the first answer is incorrect, it takes some time to provide a second answer. Here we study the distribution of such “response times.” We find that the log-normal statistical model for such times, previously suggested in the literature, holds for Online Courses. Users who, according to this model, tend to take longer on submits are more likely to complete the course, have a higher level of engagement, and achieve a higher grade. This finding can be the basis for designing interventions in Online Courses, such as MOOCs, which would encourage “fast” users to slow down.
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modelling and using response times in Online Courses
arXiv: Human-Computer Interaction, 2018Co-Authors: Ilia Rushkin, Isaac L Chuang, Dustin TingleyAbstract:Each time a learner in a self-paced Online course is trying to answer an assessment question, it takes some time to submit the answer, and if multiple attempts are allowed and the first answer was incorrect, it takes some time to submit the second attempt, and so on. Here we study the distribution of such "response times". We find that the log-normal statistical model for such times, previously suggested in the literature, holds for Online Courses qualitatively. Users who, according to this model, tend to take longer on submits are more likely to complete the course, have a higher level of engagement and achieve a higher grade. This finding can be the basis for designing interventions in Online Courses, such as MOOCs, which would encourage some users to slow down.
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detecting and preventing multiple account cheating in massive open Online Courses
Computers in Education, 2016Co-Authors: Curtis G Northcutt, Isaac L ChuangAbstract:We describe a cheating strategy enabled by the features of massive open Online Courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a "harvester" account and then submits correct answers using a separate "master" account. We use a small-scale experiment to verify CAMEO and estimate a "lower bound" for its prevalence among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO users. Among earners of 20 or more certificates, 25% have used the CAMEO strategy. CAMEO users are more likely to be young, male, and international than other MOOC certificate earners. We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science Courses. We detect a cheating strategy used in Massive Open Online Courses (MOOCs).We call this strategy, "Copying Answers using Multiple Existences Online" (CAMEO).We estimate conservatively that at least 1.3% of certificates were earned by CAMEO.Among earners of 20 or more certificates, 25% have used the CAMEO strategy.CAMEO represents one of many threats to the validity of MOOC certifications.
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harvardx and mitx two years of open Online Courses fall 2012 summer 2014
2015Co-Authors: Isaac L Chuang, Justin Reich, Cody Coleman, Jacob Whitehill, Curtis G Northcutt, Joseph Jay Williams, John D Hansen, Glenn Lopez, Rebecca PetersenAbstract:What happens when well-known universities offer Online Courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open Online Courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden the scope of answers to this question. We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.
Robert A Rhoads - One of the best experts on this subject based on the ideXlab platform.
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virtually unlimited classrooms pedagogical practices in massive open Online Courses
Internet and Higher Education, 2015Co-Authors: Brit Tovenlindsey, Robert A Rhoads, Jennifer Berdan LozanoAbstract:Abstract Massive open Online Courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these Online Courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these Courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open Online learning.
