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14.036 - Massive Open Online Course Students in Context: Equity, Motivation, and Performance
Thu, April 16, 12:00 to 1:30pm, Marriott, Floor: Fourth Level, ArmitageSession Type: Symposium
Abstract
Early findings from Massive Open Online Courses (MOOCs) revealed that their student populations are diverse. Learners in these courses come from all corners of the world. Some come to browse while others are committed to completing every facet of a course. The majority of MOOC students are college graduates, but many thousands of students use MOOCs to access learning experiences not otherwise available to them. The heterogeneity of MOOC students has proven to be one of the central themes in MOOC research. This session includes four papers exploring this heterogeneity, focusing on student enrollment intentions, indicators of socio-economic status, the presence of teachers and educators as MOOC students, and new methods for inducing student typologies through machine learning.
Sub Unit
Chair
Papers
Understanding Massive Open Online Course Learner Motivations: The Open Learning Enrollment Intentions Inventory - Emily Schneider, Stanford University; Rene Kizilcec, Stanford University
Democratizing Education or Widening Gaps? Student Demographics and Outcomes in Massive Open Online Courses - John David Nadal Hansen, Harvard University; Justin Fire Reich, Massachusetts Institute of Technology
Are Teachers Enrolling in MITx Massive Open Online Courses? - Daniel T. Seaton, Massachusetts Institute of Technology; Jon P. Daries, Massachusetts Institute of Technology; Cody A. Coleman, Massachusetts Institute of Technology
What Kind of Teacher Takes a Professional Development Massive Open Online Course? - Betsy Anne Williams, Stanford University
Latent Use Cases: A Topic Modeling Approach to Massive Open Online Course Student Behavior - Cody A. Coleman, Massachusetts Institute of Technology