Studying Learning in the Worldwide Classroom Research into edX's First MOOC.

Abstract

Abstract “Circuits and Electronics” (6.002x), which began in March 2012, was the first MOOC developed by edX, the consortium led by MIT and Harvard. Over 155,000 students initially registered for 6.002x, which was composed of video lectures, interactive problems, online laboratories, and a discussion forum. As the course ended in June 2012, researchers began to analyze the rich sources of data it generated. This article describes both the first stage of this research, which examined the students’ use of resources by time spent on each, and a second stage that is producing an in-depth picture of who the 6.002x students were, how their own background and capabilities related to their achievement and persistence, and how their interactions with 6.002x’s curricular and pedagogical components contributed to their level of success in the course. Studying Learning in the Worldwide ClassroomResearch into edX’s First MOOC F rom the launch of edX, the joint venture between MIT and Harvard to create and disseminate massive online open courses (MOOCs), the leaders of both institutions have emphasized that research into learning will be one of the initiative’s core missions. As numerous articles in both the academic and popular press have pointed out, the ability of MOOCs to generate a tremendous amount of data opens up considerable opportunities for educational research. edX and Coursera, which together claim almost four and a half million enrollees, have developed platforms that track students’ every click as they use instructional resources, complete assessments, and engage in social interactions. These data have the potential to help researchers identify, at a finer resolution than ever before, what contributes to students’ learning and what hampers their success. The challenge for the research and assessment communities is to determine which questions should be asked and in what priority. How can we set ourselves on a path that will produce useful short-term results while providing a foundation upon which to build? What is economically feasible? What is politically possible? How can research into MOOCs contribute to an understanding of on-campus learning? What do stakeholders—faculty, developers, government agencies, foundations, and, most importantly, students—need in order to realize the potential of digital learning, generally, and massive open online courses, specifically?

The authors' abstract, as published at the source. Research & Practice in Assessment, 2013 · DOI ↗