A MOOC based on blended pedagogy.
We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an exper...
| Published in: | Journal of Computer Assisted Learning Vol. 32; no. 3; pp. 190 - 202 |
|---|---|
| Main Authors: | , , , , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jun2016
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=114853566&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 114853566 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2016 vid: 32 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 114853566 114853566 114853566 10.1111/jcal.12126 114853566 ppf: 190 ppct: 12 formats: tig: atl: A MOOC based on blended pedagogy. aug: au: Rayyan, S. Fredericks, C. Colvin, K.F. Liu, A. Teodorescu, R. Barrantes, A. Pawl, A. Seaton, D.T. Pritchard, D.E. affil: Department of Physics, Massachusetts Institute of Technology, USA sug: subj: MOOC Teaching Methods Colleges and Universities Massachusetts Physics Education Problem Solving Educational Measurement Massachusetts Electronic Books Textbooks Mathematics Surveys Academic Achievement Teaching Materials Pretest-Posttest Design ab: We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an e-text, simple checkpoint problems and homework. We show how certain course design aspects affect student behaviour: (a) frequent quizzes correlated with students reading a large fraction of the e-text, and (b) When homework sets are arranged by increasing (instructor-estimated) difficulty, we found strong correlations between difficulty and time to solution, but weak correlations with percent correct. Modifications to the second offering of the course resulted in higher retention. These modifications included targeting physics teachers and posting materials well in advance. We define retention as certificates earned relative to participants who make a significant effort on the second assignment. Retention measured this way varied between 44% and 72%, being highest in the course aimed at teachers. We show that there is significant learning among MOOC participants. Applying item response theory to common homework problems showed that the MOOC participants had significantly higher ability than students in a Massachusetts Institute of Technology course and that they maintained this advantage over the duration of the MOOC. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|