The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Changing “Course”: Reconceptualizing Educational Variables for Massive Open Online Courses
Abstract
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context.
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Citations
Cites
Zero-Inflated Poisson Regression, with an Application to Defects in Manufacturing
Lambert, D. (1992) · Technometrics · doi:10.2307/1269547 · Cited by 3,988
From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
Ladson-Billings, G. (2006) · Educational Researcher · doi:10.3102/0013189x035007003 · Cited by 3,211 · cited 1×
“Examples include the differentiation of curriculum to distinguish between intended, enacted, and assessed curricula (Porter, 2006), or the reframing of an achievement gap from a deficit to a debt (Ladson-Billings, 2006).”
Background
Cited by
Exploring the factors affecting MOOC retention: A survey study
Hone, K. S., & El Said, G. R. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.03.016 · Cited by 720
Supporting learners' self-regulated learning in Massive Open Online Courses
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103771 · Cited by 298
How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs
Joksimović, S., Poquet, O., Kovanović, V., Dowell, N., Mills, C., Gašević, D., Dawson, S., Graesser, A. C., & Brooks, C. (2018) · Review of Educational Research · doi:10.3102/0034654317740335 · Cited by 182
Feitosa de Moura, V., Alexandre de Souza, C., & Noronha Viana, A. B. (2021) · Computers & Education · doi:10.1016/j.compedu.2020.104077 · Cited by 135
(2015) · The Electronic Journal of e-Learning · Cited by 121
Metadata
- Authors
- DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L.
- Venue
- Educational Researcher
- Published
- 2014-03
- Volume
- 43
- Issue
- 2
- Pages
- 74-84
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2115903838
- Cited by
- 276
- References
- 2
- FWCI
- 61.82
- Type
- journal article
- Language
- en
- Open access
- closed
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- DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course”: Reconceptualizing Educational Variables for Massive Open Online Courses. Educational Researcher. https://doi.org/10.3102/0013189x14523038
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
