Reports have not been peer reviewed and are provided without comment or assessment regarding research method and outcomes

The discursive construction of MOOCs as educational opportunity and educational threat

Project Leads: Neil Selwyn, Scott Bulfin

Mainstream news media have restricted public understanding of MOOCs to a set of concerns relating to the ‘economics’ of higher education (i.e. massification, marketization and monetization), while marginalizing debate of ‘educational’ and ‘technological’ issues such as online learning and pedagogy, instructional design and student experience.

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Patterns of Persistence: What Engages Students in a Remedial English Writing MOOC?

Project Lead: John Whitmer, Ed.D.
Project Collaborators: Eva Schiorring, RP Group, Pat James, Mt San Jacinto College, and Steve Miley

Learners in a remedial English writing MOOC engage with the course in meaningful ways that are revealed by using clustering methods and other approaches that are different from those used to measure the learning impact of traditional for-credit courses.

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The Relationship Between the Motivational Profiles, Engagement Profiles and Persistence fo MOOC Participants

Project Lead: Bruno Poellhuber
Collaborators: Normand Roy, Ibtihel Bouchoucha, Terry Anderson

In a MOOC, participant intentions say little about their actual behaviour, but their early behaviour in the course predicts the outcomes very well, with those engaging early and frequently with the whole range of resources being much more likely to persist and succeed.

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MOOC Learner Motivation and Course Completion Rates

PI: Yuan Wang, Teachers College, Columbia University
Co-PI: Ryan Baker, Teachers College, Columbia University

Students who take a MOOC because they are excited about MOOCs as a new platform of learning are less likely to complete the course.

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UW System College Readiness Math MOOC Study

Project Lead: Robert Hoar

Participants who complete the Math MOOC gain the necessary skills to be successful in college level mathematics, regardless of their age, background, or motivation for taking the course.

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The life cycle of a million MOOC users

Project Lead: Laura W. Perna

Although high numbers registered for the first-generation MOOCs offered at the University of Pennsylvania, only small proportions of registrants reached final course milestones.

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Professional Learning through Massive Open Online Courses

Project Lead: Allison Littlejohn with Colin Milligan

This research provides insight into the way professionals learn for work in the context of a MOOC.The study identifies a mismatch between the learning intentions and learning behaviours of the MOOC participants. We should encourage professional learners – particularly those motivated by specific work challenges – to integrate MOOC activities with their work tasks, rather than focusing on completing course assignments.

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Understanding Massive Open Online Courses (MOOCs) as a Pathway to Employment for Low-Income Populations

Project Lead: Tawanna Dillahunt

Our quantitative study revealed that learners 25 and older with less than associate degrees (primarily non-students) reporting an inability to afford a formal education were significantly underrepresented in MOOCs but completed more courses with distinction than all other learners. Our qualitative study revealed that participants taking MOOCs based on affordability and enhanced employment opportunities presented very limited tangible evidence of employment mobility as a result of taking MOOCs.

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Promoting a Higher-Level Learning Experience: Investigating the Capabilities, Pedagogical Role, and Validity of Automated Essay Scoring in MOOCs

Project Lead: Stephanie Corliss and Erin D. Reilly

Analyses of automated essay scoring (AES) in MOOCs revealed areas of both significant differences and modest comparability between human and AI-grading patterns, suggesting that AES may be more useful for formative assessment – as opposed to summative or high-stakes assessment–to engage students in higher-level thinking, immediate writing feedback, and critical analysis.

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