Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program

Littenberg-Tobias, Joshua; Reich, Justin

doi:10.1016/j.iheduc.2020.100759

Cited by 105 publications

(70 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The use of technology serves to provide the overall conclusion as a crux for building the blended learning strategy. This can be achieved by streamlining the contents with lectures, assessment methods with learning outcomes, and other events and in-class activities that help for providing the most optimal experience in learning [153]. • Microelement added feature: Specific short content that is streamlined with narrowed focusing of learning is the most cost-effective online learning solution.…”

Section: • Rapid Authoring Tools (Multidisciplinary Aspect)mentioning

confidence: 99%

Blended Learning Tools and Practices: A Comprehensive Analysis

et al. 2021

View full text Add to dashboard Cite

Blended learning incorporates online learning experiences and helps students for meaningful learning through flexible online information and communication technologies, reduced overcrowded classroom presence, and planned teaching and learning experience. This study has conducted surveys of various tools, techniques, frameworks, and models useful for blended learning. This article has prepared a comprehensive survey of student, teacher, and management experiences in blended learning courses during COVID-19 and pre-COVID-19 times. The survey will be useful to faculty members, students, and management to adopt new tools and mindsets for positive outcomes. This work reports on implementing and assessing blended learning at two different universities

show abstract

Section: • Rapid Authoring Tools (Multidisciplinary Aspect)mentioning

confidence: 99%

Blended Learning Tools and Practices: A Comprehensive Analysis

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Improving outcomes in online learning through targeted support holds great promise for human capital development around the world. National education platforms have started using online courses to supplement college STEM (science, technology, engineering, and math) instruction ( 5 ) and students who complete MOOCs report benefits ranging from earning credit toward a degree to enhanced skills in a current job or finding a new job ( 6 , 7 ). Moreover, there is evidence that students can transfer skills learned from MOOCs into real-world settings: They deploy new programming skills into open-source software projects, participate in scholarly activity following a research methods course, and develop new school initiatives after an education leadership course ( 8 – 10 ).…”

mentioning

confidence: 99%

Scaling up behavioral science interventions in online education

Kizilcec

Reich

Yeomans

et al. 2020

Proc. Natl. Acad. Sci. U.S.A.

Self Cite

136

View full text Add to dashboard Cite

Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.

show abstract

“…The distance learning format requires increased self-organization from students [24][25]. Screen consumption of information, with all its efficiency, can also have side effects affecting people's physiological, psychological, and mental health [26][27][28].…”

Section: Discussionmentioning

confidence: 99%

Practices of teaching and upbringing of young people in the Internet space

et al. 2021

View full text Add to dashboard Cite

Mediatization and internetization of all areas of people’s lives have become key prerequisites for the digitalization of educational practices. An increased interest in this field along with insufficient research into it has determined the relevance of this study. Its purpose is the attempt to generalize and systematize the practices developed during the authors’ professional work. To achieve this purpose, the authors chose theoretical methods. They reviewed and analyzed the practices of teaching and upbringing of young people in the Internet space and audiovisual educational formats. The article deals with the practical cyberpedagogy practices of teaching and upbringing of young people in the Internet space: 1) Internet project development (Internet projecting); 2) network support of educational disciplines in social networks; 3) audiovisual formats in the education process; 4) remote psychological work. The authors examine the integration of audiovisual media into educational activities and the opportunities for psychological support for educational activities in cyberspace. The formats of media content used for teaching schoolchildren and students through digital technologies are specified. The authors note the positive aspects of the process of education visualization and the application of the practices and note the associated risks and ways to overcome them. The novelty of the results of this theoretical study consists in the following: the authors generalize and analyze the practices of teaching and upbringing of young people in the Internet space, conclude on the most relevant practices, examine the risks of using these practices, and propose the recommendations on how to avoid these risks. The above will allow university lecturers and school teachers, the target audience of the article, to use these practices productively and minimize the possible negative consequences.

show abstract

Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program

Cited by 105 publications

References 46 publications

Blended Learning Tools and Practices: A Comprehensive Analysis

Blended Learning Tools and Practices: A Comprehensive Analysis

Scaling up behavioral science interventions in online education

Practices of teaching and upbringing of young people in the Internet space

Contact Info

Product

Resources

About