backgrounds and behaviors of mooc participants and implications for faculty (166255723)
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7/29/2019 Backgrounds and Behaviors of MOOC Participants and Implications for Faculty (166255723)
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MOOC PARTICIPANTS, ONLINEEDUCATIONAL RESEARCH, AND
IMPLICATIONS FOR FACULTY
Andrew Ho, Assistant Professor, Harvard Graduate School of Education, Chair, HarvardX Research Committee
Lori Breslow, Director, MIT Teaching and Learning Laboratory (TLL),
Senior Lecturer, MIT Sloan School of Management
J ennifer DeBoer, Postdoctoral Associate for Education Research, MIT Teaching and Learning Laboratory
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1. Understand how
research may beundertaken onMOOCs
2. Understand thediversity of MOOCparticipants
3. Identify and discussopportunities andchallenges for
MOOC faculty basedon input fromresearch
LEARNING
OBJECTIVES
7/29/2019 Backgrounds and Behaviors of MOOC Participants and Implications for Faculty (166255723)
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For all the hype aboutMOOCs, there hasbeen surprisingly littleresearch describing
their impact: Impact on students
around the world.
Impact on students atresidential colleges likeMIT and Harvard.
Impact on the faculty thatteach MOOCs and theresidential versions of their courses.
MOOC RESEARCH
University
MOOC
World
Instructor
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edX, a Harvard/MITventure: www.edx.org
12 institutions
A shared mission
Open online education
Improvement of theresidential studentexperience
Research
Each institution receivesall data from its owncourses.
Each institution iscoordinating andsupporting research
Within and across
institutions.
THE RESEARCH
MISSION
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MOOC STUDENT
DIVERSITY How are MOOC
“classrooms” differentfrom online educationof the past?
What are the uniquechallenges posed bythis new level of diversity?
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GEOGRAPHIC
LOCATION
Nearly every countryrepresented in 6.002x
High participation from
diverse countries:India, Colombia, UK
Implications:
Time zones
Differing norms andstructures in formaleducational systems
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Discussion boarddialogue
External sites (wikis,Facebook groups)
Implications: Different video playback
speeds
Multiple forms of contentpresentation
LINGUISTIC
DIVERSITY
Source: discussion board observation (6.002x, Spring, 2012)Image source: Creative Commons license, Wikimedia, 2013
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Varying levels of pre-requisite materialknowledge
Some high levels of
content expertise (currentoccupation in the field)
Other students still in highschool
Implications Supplementary material for
prerequisites
Multiple attempts on someproblems
PRIOR CONTENT
EXPERIENCE
7/29/2019 Backgrounds and Behaviors of MOOC Participants and Implications for Faculty (166255723)
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Those teaching
MOOCs
Those using materialsfrom MOOCs inresidential courses
IMPLICATIONS
FOR FACULTY
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Questions to consider:
Will this course be identical incontent to the one I teach oncampus? If not, how will itdiffer?
How will I staff the course?
What are thestrengths/weaknesses of thetechnology?
How can I accommodate thediversity of students?
How will I assess studentperformance?
DEVELOPING A
MOOC
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Maintaining quality
Planning for
technology snafus
Keeping up to date on
the discussion board
Supervising
instructional staff
* Thanks to Professor J ohn Belcher, Electricity and Magnetism(8.02x).
DURING A
COURSECHALLENGES
MAY INCLUDE*
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Elements of Structures
(2.01X)
Introduction to Biology: The Secret of Life(7.00x)
Electricity andMagnetism (8.02x)
The Challenges of Global Poverty
(14.73X)
USING MOOC
MATERIALS INRESIDENTIAL
COURSES
(MIT EXAMPLES)
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Residential students:
Watch lectures onlineand then Engage in discussions in
class
Solve problems in smallgroups
Review hard-to-
understand concepts Participate with each
other using the onlineplatform
Participate in theMOOC discussionboard
Assignments online
HOW MOOC
MATERIALS AREBEING USED IN
MIT RESIDENTIAL
COURSES