Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses
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 requir...
Gespeichert in:
| Veröffentlicht in: | Educational researcher 2014-03, Vol.43 (2), p.74-84 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 84 |
|---|---|
| container_issue | 2 |
| container_start_page | 74 |
| container_title | Educational researcher |
| container_volume | 43 |
| creator | DeBoer, Jennifer Ho, Andrew D. Stump, Glenda S. Breslow, Lori |
| description | 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. |
| doi_str_mv | 10.3102/0013189X14523038 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_1506561941</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1019322</ericid><jstor_id>24571304</jstor_id><sage_id>10.3102_0013189X14523038</sage_id><sourcerecordid>24571304</sourcerecordid><originalsourceid>FETCH-LOGICAL-c306t-e21d484bd3514bd0f935529895987d2e39c82275f7ad44ffc83c3e0d30dba61e3</originalsourceid><addsrcrecordid>eNqFkM1Lw0AQxRdRsFbvXoSlnqOzX8nGm5T6RaUgKsVL2G42dUtM4m4i6F_vhkgRL15mDr83bx4PoWMCZ4wAPQcgjMh0SbigDJjcQSOSMhEFttxFox5HPd9HB95vAEBwKkfoZfqqqrWt1ngyrTvnzeQCPxhdV9o0badK-9WzWd5p1dq6UiV-Vs6qVWk8LmqH75X39sPgRWMqvKhKWxk8GPlDtFeo0pujnz1GT1ezx-lNNF9c304v55FmELeRoSTnkq9yJkiYUITUgqYyFalMcmpYqiWliSgSlXNeFFoyzQzkDPKViolhY3Q6-Daufu-Mb7NNCBCi-owIiEVMUk6CCgaVdrX3zhRZ4-ybcp8ZgaxvMPvbYDg5GU6Ms3orn90RCM1SGng0cK_W5tfTf_02vq3d1pBykRAGnH0D4_CCsg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1506561941</pqid></control><display><type>article</type><title>Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses</title><source>SAGE Complete A-Z List</source><source>Jstor Complete Legacy</source><creator>DeBoer, Jennifer ; Ho, Andrew D. ; Stump, Glenda S. ; Breslow, Lori</creator><creatorcontrib>DeBoer, Jennifer ; Ho, Andrew D. ; Stump, Glenda S. ; Breslow, Lori</creatorcontrib><description>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.</description><identifier>ISSN: 0013-189X</identifier><identifier>EISSN: 1935-102X</identifier><identifier>DOI: 10.3102/0013189X14523038</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic achievement ; Asynchronous Communication ; Class Size ; Clicks ; College Curriculum ; Computer Uses in Education ; Curricula ; Data ; Education ; Educational Environment ; Educational research ; Enrollment ; Enrollments ; Grades (Scholastic) ; Higher education ; Homework ; Large Group Instruction ; Learning environment ; Lectures ; Massive open online courses ; Online Courses ; Online instruction ; Online learning ; Predictor Variables ; Quantitative analysis ; Student Diversity ; Student Participation ; Teachers ; User behavior ; Wikis</subject><ispartof>Educational researcher, 2014-03, Vol.43 (2), p.74-84</ispartof><rights>Copyright © 2014 American Educational Research Association</rights><rights>2014 AERA</rights><rights>Copyright American Educational Research Association Mar 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c306t-e21d484bd3514bd0f935529895987d2e39c82275f7ad44ffc83c3e0d30dba61e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24571304$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24571304$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,777,781,800,21800,27905,27906,43602,43603,57998,58231</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1019322$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>DeBoer, Jennifer</creatorcontrib><creatorcontrib>Ho, Andrew D.</creatorcontrib><creatorcontrib>Stump, Glenda S.</creatorcontrib><creatorcontrib>Breslow, Lori</creatorcontrib><title>Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses</title><title>Educational researcher</title><description>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.</description><subject>Academic achievement</subject><subject>Asynchronous Communication</subject><subject>Class Size</subject><subject>Clicks</subject><subject>College Curriculum</subject><subject>Computer Uses in Education</subject><subject>Curricula</subject><subject>Data</subject><subject>Education</subject><subject>Educational Environment</subject><subject>Educational research</subject><subject>Enrollment</subject><subject>Enrollments</subject><subject>Grades (Scholastic)</subject><subject>Higher education</subject><subject>Homework</subject><subject>Large Group Instruction</subject><subject>Learning environment</subject><subject>Lectures</subject><subject>Massive open online courses</subject><subject>Online Courses</subject><subject>Online instruction</subject><subject>Online learning</subject><subject>Predictor Variables</subject><subject>Quantitative analysis</subject><subject>Student Diversity</subject><subject>Student Participation</subject><subject>Teachers</subject><subject>User behavior</subject><subject>Wikis</subject><issn>0013-189X</issn><issn>1935-102X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><recordid>eNqFkM1Lw0AQxRdRsFbvXoSlnqOzX8nGm5T6RaUgKsVL2G42dUtM4m4i6F_vhkgRL15mDr83bx4PoWMCZ4wAPQcgjMh0SbigDJjcQSOSMhEFttxFox5HPd9HB95vAEBwKkfoZfqqqrWt1ngyrTvnzeQCPxhdV9o0badK-9WzWd5p1dq6UiV-Vs6qVWk8LmqH75X39sPgRWMqvKhKWxk8GPlDtFeo0pujnz1GT1ezx-lNNF9c304v55FmELeRoSTnkq9yJkiYUITUgqYyFalMcmpYqiWliSgSlXNeFFoyzQzkDPKViolhY3Q6-Daufu-Mb7NNCBCi-owIiEVMUk6CCgaVdrX3zhRZ4-ybcp8ZgaxvMPvbYDg5GU6Ms3orn90RCM1SGng0cK_W5tfTf_02vq3d1pBykRAGnH0D4_CCsg</recordid><startdate>20140301</startdate><enddate>20140301</enddate><creator>DeBoer, Jennifer</creator><creator>Ho, Andrew D.</creator><creator>Stump, Glenda S.</creator><creator>Breslow, Lori</creator><general>SAGE Publications</general><general>American Educational Research Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20140301</creationdate><title>Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses</title><author>DeBoer, Jennifer ; Ho, Andrew D. ; Stump, Glenda S. ; Breslow, Lori</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c306t-e21d484bd3514bd0f935529895987d2e39c82275f7ad44ffc83c3e0d30dba61e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Academic achievement</topic><topic>Asynchronous Communication</topic><topic>Class Size</topic><topic>Clicks</topic><topic>College Curriculum</topic><topic>Computer Uses in Education</topic><topic>Curricula</topic><topic>Data</topic><topic>Education</topic><topic>Educational Environment</topic><topic>Educational research</topic><topic>Enrollment</topic><topic>Enrollments</topic><topic>Grades (Scholastic)</topic><topic>Higher education</topic><topic>Homework</topic><topic>Large Group Instruction</topic><topic>Learning environment</topic><topic>Lectures</topic><topic>Massive open online courses</topic><topic>Online Courses</topic><topic>Online instruction</topic><topic>Online learning</topic><topic>Predictor Variables</topic><topic>Quantitative analysis</topic><topic>Student Diversity</topic><topic>Student Participation</topic><topic>Teachers</topic><topic>User behavior</topic><topic>Wikis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>DeBoer, Jennifer</creatorcontrib><creatorcontrib>Ho, Andrew D.</creatorcontrib><creatorcontrib>Stump, Glenda S.</creatorcontrib><creatorcontrib>Breslow, Lori</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Educational researcher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>DeBoer, Jennifer</au><au>Ho, Andrew D.</au><au>Stump, Glenda S.</au><au>Breslow, Lori</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1019322</ericid><atitle>Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses</atitle><jtitle>Educational researcher</jtitle><date>2014-03-01</date><risdate>2014</risdate><volume>43</volume><issue>2</issue><spage>74</spage><epage>84</epage><pages>74-84</pages><issn>0013-189X</issn><eissn>1935-102X</eissn><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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.3102/0013189X14523038</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0013-189X |
| ispartof | Educational researcher, 2014-03, Vol.43 (2), p.74-84 |
| issn | 0013-189X 1935-102X |
| language | eng |
| recordid | cdi_proquest_journals_1506561941 |
| source | SAGE Complete A-Z List; Jstor Complete Legacy |
| subjects | Academic achievement Asynchronous Communication Class Size Clicks College Curriculum Computer Uses in Education Curricula Data Education Educational Environment Educational research Enrollment Enrollments Grades (Scholastic) Higher education Homework Large Group Instruction Learning environment Lectures Massive open online courses Online Courses Online instruction Online learning Predictor Variables Quantitative analysis Student Diversity Student Participation Teachers User behavior Wikis |
| title | Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-20T15%3A10%3A19IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Changing%20%22Course%22:%20Reconceptualizing%20Educational%20Variables%20for%20Massive%20Open%20Online%20Courses&rft.jtitle=Educational%20researcher&rft.au=DeBoer,%20Jennifer&rft.date=2014-03-01&rft.volume=43&rft.issue=2&rft.spage=74&rft.epage=84&rft.pages=74-84&rft.issn=0013-189X&rft.eissn=1935-102X&rft_id=info:doi/10.3102/0013189X14523038&rft_dat=%3Cjstor_proqu%3E24571304%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1506561941&rft_id=info:pmid/&rft_ericid=EJ1019322&rft_jstor_id=24571304&rft_sage_id=10.3102_0013189X14523038&rfr_iscdi=true |