@article {1543840,
	title = {Scaling Up Behavioral Science Interventions in Online Education},
	journal = {Proceedings of the National Academy of Sciences},
	volume = {117},
	number = {26},
	year = {2020},
	pages = {14900-14905},
	author = {Ren{\'e} Kizilcec and Justin Reich and Mike Yeomans and Christoph Dann and Emma Brunskill and Lopez, Glenn and Selen Turkay and Joseph Williams and Tingley, Dustin}
}
@article {1543841,
	title = {Modelling and using response times in Online Courses},
	journal = {Journal of Learning Analytics},
	volume = {6},
	number = {3},
	year = {2019},
	pages = {76-89},
	url = {https://learning-analytics.info/index.php/JLA/article/view/6063},
	author = {Ilia Rushkin and Isaac Chuang and Tingley, Dustin}
}
@proceedings {1324480,
	title = {The effects of adaptive learning in a massive open online course on learners{\textquoteright} skill development.},
	journal = {Learning at Scale},
	year = {2018},
	address = {Learning at Scale 2018, London, UK},
	author = {Rosen, Y. and Rushkin, I. and Rubin, R. and Munson, L. and Ang, A. and Weber, G. and Lopez, G. and D. Tingley}
}
@proceedings {1293537,
	title = {Enhancing Online Problems Through Instructor-Centered Tools for Randomized Experiments.},
	journal = {CHI 2018, 36th Annual ACM Conference on Human Factors in Computing Systems.},
	year = {2018},
	author = {Williams, J. J. and Rafferty, A. and D. Tingley and Ang, A. and Lasecki, W. S. and Kim, J.}
}
@conference {1282871,
	title = {Adaptive Assessment Experiment in a HarvardX MOOC},
	booktitle = {Proceedings of the 10th International Conference on Educational Data Mining},
	year = {2017},
	pages = {466-471},
	address = {International Conference on Educational Data Mining},
	abstract = {We report an experimental implementation of adaptive learning functionality in a self-paced HarvardX MOOC (massive open online course). In MOOCs there is need for evidence-based instructional designs that create the optimal conditions for learners, who come to the course with widely differing prior knowledge, skills and motivations. But users in such a course are free to explore the course materials in any order they deem fit and may drop out any time, and this makes it hard to predict the practical challenges of implementing adaptivity, as well as its effect, without experimentation. This study explored the technological feasibility and implications of adaptive functionality to course (re)design in the edX platform. Additionally, it aimed to establish the foundation for future study of adaptive functionality in MOOCs on learning outcomes, engagement and drop-out rates. Our preliminary findings suggest that the adaptivity of the kind we used leads to a higher efficiency of learning (without an adverse effect on learning outcomes, learners go through the course faster and attempt fewer problems, since the problems are served to them in a targeted way). Further research is needed to confirm these findings and explore additional possible effects.},
	url = {http://educationaldatamining.org/EDM2017/proc_files/papers/paper_167.pdf},
	author = {Ilia Rushkin and Yigal Rosen and Andrew Ang and Colin Fredericks and Tingley, Dustin and Mary Jean Blink and Lopez, Glenn}
}
@newspaperarticle {1094816,
	title = {Adaptive learning featured in HarvardX course},
	journal = {Harvard Gazette},
	year = {2017},
	url = {http://news.harvard.edu/gazette/story/2017/02/adaptive-learning-featured-in-harvardx-course/},
	author = {Brett Milano}
}
@newspaperarticle {1094811,
	title = {Harvard boosts on-campus reuse of online course content},
	journal = {Harvard Gazette},
	year = {2017},
	url = {http://news.harvard.edu/gazette/story/2017/04/harvardx-boosts-on-campus-reuse-of-online-course-content/},
	author = {Brett Milano}
}
@newspaperarticle {1094806,
	title = {Emerging challenges in digital higher ed},
	journal = {Harvard Gazette},
	year = {2017},
	url = {http://news.harvard.edu/gazette/story/2017/05/emerging-challenges-in-digital-higher-education/},
	author = {Elise M. Ciregna and Esten Perez}
}
@proceedings {1089771,
	title = {Google BigQuery for Education: Framework for Parsing and Analyzing edX MOOC Data},
	journal = {Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale},
	year = {2017},
	pages = {181-184},
	publisher = {ACM},
	url = {http://dl.acm.org/citation.cfm?id=3053980},
	author = {Lopez, G. and Seaton, D. T. and Ang, A. and D. Tingley and Chuang, I.}
}
@proceedings {1089766,
	title = {MOOC Dropout Prediction: How to Measure Accuracy?},
	journal = {Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale},
	year = {2017},
	pages = {161-164},
	publisher = {ACM},
	url = {http://dl.acm.org/citation.cfm?id=3053974},
	author = {Whitehill, J. and Mohan, K. and Seaton, D. and Rosen, Y. and D. Tingley}
}
@proceedings {1089751,
	title = {What engages MOOC learners: An interview study with ChinaX learners.},
	journal = {Poster presented at the Annual meeting of American Educational Research Association},
	year = {2017},
	author = {S. T{\"u}rkay and Wong, T.}
}
@article {1089746,
	title = {Explanations and interactives improve subjective experiences in online courseware},
	journal = {The International Review of Research in Open and Distributed Learning.},
	year = {2017},
	abstract = {As online courses become more common, practitioners are in need of clear guidance on how to translate best educational practices into web-based instruction. Moreover, student engagement is a pressing concern in online courses, which often have high levels of dropout. Our goals in this work were to experimentally study routine instructional design choices and to measure the effects of these choices on students{\textquoteright} subjective experiences (engagement, mind wandering, and interest) in addition to objective learning outcomes. Using randomized controlled trials, we studied the effect of varying instructional activities (namely, assessment and a step-through interactive) on participants{\textquoteright} learning and subjective experiences in a lesson drawn from an online immunology course. Participants were recruited from Amazon Mechanical Turk. Results showed that participants were more likely to drop out when they were in conditions that included assessment. Moreover, assessment with minimal feedback (correct answers only) led to the lowest subjective ratings of any experimental condition. Some of the negative effects of assessment were mitigated by the addition of assessment explanations or a summary interactive. We found no differences between the experimental conditions in learning outcomes, but we did find differences between groups in the accuracy of score predictions. Finally, prior knowledge and self-rated confusion were predictors of post-test scores. Using student behavior data from the same online immunology course, we corroborated the importance of assessment explanations. Our results have a clear implication for course developers: the addition of explanations to assessment questions is a simple way to improve online courses.},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/3076},
	author = {Thomas, M.P. and S. T{\"u}rkay and Parker, M.}
}
@conference {1089741,
	title = {Getting to know English language learners in MOOCs: Their motivations, behaviors and outcomes},
	booktitle = {Proceedings of the Fourth Annual ACM Conference on Learning at Scale},
	year = {2017},
	pages = {209 - 212},
	publisher = {ACM},
	organization = {ACM},
	author = {Selen Turkay and Hadas Eidelman and Yigal Rosen and Daniel Seaton and Lopez, Glenn and Whitehill, Jacob}
}
@conference {1087956,
	title = {Enabling adaptive assessments [and learning] in HarvardX},
	year = {2017},
	address = {Microsoft Assessment Deep Dive Workshop, Redmond, WA},
	author = {Yigal Rosen}
}
@conference {1087831,
	title = {Enabling adaptive and principled assessment design in MOOCs},
	booktitle = {National Council on Measurement in Education, San Antonio, TX},
	year = {2017},
	author = {Yigal Rosen and Ilia Rushkin and Andrew Ang}
}
@proceedings {1087811,
	title = {Designing adaptive assessments in MOOCs},
	journal = {Proceedings of the Fourth ACM Conference on Learning @ Scale },
	year = {2017},
	pages = {233-236},
	url = {http://dl.acm.org/citation.cfm?id=3053993},
	author = {Yigal Rosen and Ilia Rushkin and Andrew Ang and Colin Federicks and Tingley, Dustin and Mary-Jean Blink}
}
@conference {1068121,
	title = {MOOClets: A Framework for Dynamic Experimentation and Personalization},
	booktitle = {Fourth (2017) ACM Conference on Learning @ Scale},
	year = {2017},
	pages = {287-290},
	publisher = {ACM},
	organization = {ACM},
	author = {Williams, Joseph Jay and Anna N. Rafferty and Samuel Maldonado and Andrew Ang and Tingley, Dustin and Juho Kim}
}
@conference {1068116,
	title = {Connecting Instructors and Learning Scientists via Collaborative Dynamic Experimentation},
	booktitle = {CHI{\textquoteright}17 CHI Conference on Human Factors in Computing Systems},
	year = {2017},
	pages = {3012-3018},
	publisher = {ACM},
	organization = {ACM},
	author = {Williams, Joseph Jay and Anna N. Rafferty and Andrew Ang and Tingley, Dustin and Walter S. Lasecki and Juho Kim}
}
@article {1023351,
	title = {Assessing Students in Human-to-Agent Settings to Inform Collaborative Problem-Solving Learning},
	journal = {Journal of Educational Measurement},
	volume = {54},
	number = {1},
	year = {2017},
	pages = {36-53},
	abstract = {In order to understand potential applications of collaborative problem-solving (CPS) assessment tasks, it is necessary to examine empirically the multifaceted student performance that may be distributed across collaboration methods and purposes of the assessment. Ideally, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. This article proposes a human-to-agent (H-A) approach for formative CPS assessment and describes an international pilot study aimed to provide preliminary empirical findings on the use of H-A CPS assessment to inform collaborative learning. Overall, the findings showed promise in terms of using a H-A CPS assessment task as a formative tool for structuring effective groups in the context of CPS online learning.},
	url = {http://onlinelibrary.wiley.com/doi/10.1111/jedm.12131/abstract},
	author = {Yigal Rosen}
}
@newspaperarticle {1094801,
	title = {MOOCs ahead},
	journal = {Harvard Gazette},
	year = {2016},
	url = {http://news.harvard.edu/gazette/story/2016/07/moocs-ahead/},
	author = {Clea Simon}
}
@conference {1089756,
	title = {The educational impact of whiteboard animations: An experiment using popular social science lessons},
	booktitle = {Proceedings of the MIT Learning International Networks Consortium},
	year = {2016},
	abstract = {Whiteboard animations are increasingly used in education despite little evidence of their efficacy. In this study, we measured the impact of whiteboard animations and other common instructional formats on learning outcomes, experience, and motivation. We recruited participants from Amazon{\textquoteright}s Mechanical Turk (N=568; 326 females). Participants were randomly assigned to view online lessons about popular topics in social science from wellestablished scholars in one of five common instructional formats: whiteboard animation, electronic slideshow, stage lecture, audio, and text. Results showed a benefit of whiteboard animations in terms of learning and subjective experiences of enjoyment and engagement.},
	author = {Turkay, S. and Mouton, S.}
}
@proceedings {692506,
	title = {The Civic Mission of MOOCs: Measuring Engagement across Political Differences in Forums},
	journal = {Proceedings of the Third Annual ACM Conference on Learning at Scale},
	year = {2016},
	author = {Justin Reich and Brandon Stewart and Kimia Mavon and Tingley, Dustin}
}
@inbook {692501,
	title = {Making Static Lessons Adaptive through Crowdsourcing \&amp; Machine Learning},
	booktitle = { Design Recommendations for Intelligent Tutoring Systems: Domain Modeling},
	volume = {4},
	year = {2016},
	abstract = {Text\&nbsp;components\&nbsp;of\&nbsp;digital\&nbsp;lessons\&nbsp;and\&nbsp;problems\&nbsp;are\&nbsp;often\&nbsp;static:\&nbsp;they\&nbsp;are\&nbsp;written\&nbsp;once\&nbsp;and\&nbsp;too\&nbsp;often\&nbsp;not\&nbsp;improved\&nbsp;over\&nbsp;time.\&nbsp;This\&nbsp;is\&nbsp;true\&nbsp;for\&nbsp;both\&nbsp;large\&nbsp;text\&nbsp;components\&nbsp;like\&nbsp;webpages\&nbsp;and\&nbsp;documents\&nbsp;as\&nbsp;well\&nbsp;as\&nbsp;the\&nbsp;small\&nbsp;components\&nbsp;that\&nbsp;form\&nbsp;the\&nbsp;building\&nbsp;blocks\&nbsp;of\&nbsp;courses:\&nbsp;explanations,\&nbsp;hints,\&nbsp;examples,\&nbsp;discussion\&nbsp;questions/answers,\&nbsp;emails,\&nbsp;study\&nbsp;tips,\&nbsp;motivational\&nbsp;messages.\&nbsp;This\&nbsp;represents\&nbsp;a\&nbsp;missed\&nbsp;opportunity,\&nbsp;since\&nbsp;it\&nbsp;should\&nbsp;be\&nbsp;technologically\&nbsp;straightforward\&nbsp;to\&nbsp;enhance\&nbsp;learning\&nbsp;by\&nbsp;improving\&nbsp;text,\&nbsp;as\&nbsp;instructors\&nbsp;get\&nbsp;new\&nbsp;ideas\&nbsp;and\&nbsp;data\&nbsp;is\&nbsp;collected\&nbsp;about\&nbsp;what helps\&nbsp;learning.\&nbsp;We\&nbsp;describe\&nbsp;how\&nbsp;instructors\&nbsp;can\&nbsp;use\&nbsp;recent\&nbsp;work\&nbsp;(Williams,\&nbsp;Kim,\&nbsp;Rafferty,\&nbsp;Maldonado,\&nbsp;Gajos,\&nbsp;Lasecki,\&nbsp;\&amp;\&nbsp;Heffernan,\&nbsp;2016a)\&nbsp;to\&nbsp;make\&nbsp;text\&nbsp;components\&nbsp;into\&nbsp;adaptive\&nbsp; resources\&nbsp; that\&nbsp; semi-automatically\&nbsp; improve\&nbsp; over\&nbsp; time,\&nbsp; by\&nbsp; combining\&nbsp; crowdsourcing methods\&nbsp;from\&nbsp;human\&nbsp;computer\&nbsp;interaction\&nbsp;(HCI)\&nbsp;with\&nbsp;algorithms\&nbsp;from\&nbsp;statistical\&nbsp;machine\&nbsp;learning\&nbsp;that\&nbsp;use\&nbsp;data for\&nbsp;optimization.\&nbsp;},
	author = {Williams, Joseph Jay and Juho Kim and Elena Glassman and Anna Rafferty and Walter Lasecki}
}
@article {670626,
	title = {AXIS: Generating Explanations at Scale with Learnersourcing and Machine Learning},
	journal = {Proceedings of the Third Annual ACM Conference on Learning at Scale},
	year = {2016},
	author = {Williams, Joseph Jay and Juho Kim and Anna Rafferty and Samuel Maldonado and Krzysztof Gajos and Walter S. Lasecki and Neil Heffernan}
}
@article {670631,
	title = {Revising Learner Misconceptions Without Feedback: Prompting for Reflection on Anomalous Facts},
	journal = {Proceedings of CHI (2016), 34th Annual ACM Conference on Human Factors in Computing Systems},
	year = {2016},
	author = {Williams, Joseph Jay and Tania Lombrozo and Anne Hsu and Bernd Huber and Juho Kim}
}
@article {595421,
	title = {Association for the Advancement in Artificial Intelligence (AAAI)},
	journal = {Proceedings of the Thirtieth AAAI Conference on Artificial Intelligence (AAAI 2016)},
	year = {2016},
	author = {Whitehill, Jacob}
}
@book {570711,
	title = {Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes)},
	year = {2015},
	pages = {824},
	publisher = {Information Science Reference, IGI Global},
	organization = {Information Science Reference, IGI Global},
	abstract = {Changes in the world economy, specifically toward information industries, have changed the skillset\&nbsp;demand of many jobs (Organization for Economic Development [OECD], 2012a). Information is created,\&nbsp;acquired, transmitted, and used{\textemdash}rather than simply learned{\textemdash}by individuals, enterprises, organizations,\&nbsp;and communities to promote economic and social development. Major employers and policy\&nbsp;makers are increasingly asking teachers and educators to help students develop so-called real-world\&nbsp;skills (Gallup, 2013). While learning basic numeracy and literacy skills still is crucial to success in the\&nbsp;job market, developing real-world skills also is essential to success in the job market and worldwide\&nbsp;economic development.
Real-world skills, or {\textquotedblleft}21st century skills,{\textquotedblright} include critical thinking, collaborative problem solving,\&nbsp;creativity, and global competency. These skills that facilitate mastery and application of science,\&nbsp;mathematics, language arts, and other school subjects will grow in importance over the coming decade\&nbsp;(National Research Council, 2012; OECD, 2012a, 2012b). A wide range of initiatives and programs in\&nbsp;education promote learning and assessment of real-world skills. These include, for example, the Common\&nbsp;Core State Standards (National Governors Association Center for Best Practices and Council of\&nbsp;Chief State School Officers, 2010a, 2010b), Next Generation Science Standards (National Research\&nbsp;Council, 2013), Common European Framework of Reference (Council of Europe, 2011), Partnership for\&nbsp;21st Century Skills (Partnership for 21st Century Skills, 2009), Education for Life and Work (National\&nbsp;Research Council, 2012), and assessment frameworks in the Programme for International Student Assessment\&nbsp;(PISA) (OECD, 2013).
Because of the importance of promoting these skills, we have embarked on a journey to create a\&nbsp;Handbook of Research on Technology Tools for Real-World Skill Development. Because conceptions\&nbsp;and educational applications of real-world skills are evolving rapidly, we have welcomed a wide range\&nbsp;of skills in the Handbook. The following four strands of skills are represented in the chapters: Thinking\&nbsp;skills refer to higher-order cognition and dispositions such as critical thinking, complex problem\&nbsp;solving, metacognition, and learning to learn. Social skills refer to attitudes and behaviors that enable\&nbsp;successful communication and collaboration. Global skills refer to attitudes and behaviors that emphasize\&nbsp;the individual{\textquoteright}s role in, and awareness of, the local as well as the global and multicultural environment.\&nbsp;Digital skills emphasize information and digital literacies needed in the technology-rich world in\&nbsp;which we live. Similarly, the chapters in this Handbook describe a range of technology tools to support\&nbsp;teaching, learning, assessment for learning (e.g., Stiggins, 2005; Wiliam, 2011), feedback for learning\&nbsp;(e.g., Hattie, \&amp; Timperley, 2007; Shute, 2008), and scoring of student responses.
As technology-rich environments for teaching, learning, assessment, and feedback are being integrated\&nbsp;into educational processes, there is much to be learned about how to leverage advances in technology,\&nbsp;learning sciences, and assessment to develop real-world skills for the 21st century. Research findings on\&nbsp;what works best are just emerging, possibly due to the strong multi-disciplinary approaches required to\&nbsp;extract the greatest value. This Handbook is intended to serve as a first body of research in the expanding\&nbsp;area of technology tools for teaching, learning, assessment, and feedback on real-world skills that\&nbsp;educators can turn to in the coming years as a reference. Our aim is to bring together top researchers\&nbsp;to summarize concepts and findings. The Handbook contains contributions of leading researchers in\&nbsp;learning science, educational psychology, psychometrics, and educational technology. Assuming that\&nbsp;many readers will have little grounding in those topics, each chapter outlines theory and basic concepts\&nbsp;and connects them to technology tools for real-world skill development. We see this as one of the most\&nbsp;crucial contributions of the Handbook, seeking to establish strong theoretical principles that can inform\&nbsp;educational research and practice and future research and development.},
	url = {http://www.igi-global.com/book/handbook-research-technology-tools-real/132469},
	author = {Yigal Rosen and Steve Ferrara and Maryam Mosharraf}
}
@article {547111,
	title = {Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats},
	journal = {SSRN},
	year = {2015},
	url = {http://ssrn.com/abstract=2666657},
	author = {Jeffrey P. Emanuel and Anne Lamb}
}
@article {541811,
	title = {Connecting Collaborative \&amp; Crowd Work with Online Education},
	journal = {Proceedings of the 18th ACM Conference Companion on Computer Supported Cooperative Work \& Social Computing},
	year = {2015},
	pages = {313-318},
	url = {http://dx.doi.org/10.1145/2685553.2685563},
	author = {Williams, J.J. and Krause, M. and Paritosh, P. and Whitehill, J. and Reich, J. and Kim, J. and Mitros, P. and Heffernan, N. and Keegan, B. C.}
}
@article {541821,
	title = {A Playful Game Changer: Fostering Student Retention in Online Education with Social Gamification},
	journal = {Proceedings of the Second (2015) ACM Conference on Learning @ Scale},
	year = {2015},
	pages = {95-102},
	url = {http://dl.acm.org/citation.cfm?id=2724665},
	author = {Krause, M. and Mogale, M. and Pohl, H. and Williams, J.J.}
}
@article {541796,
	title = {Rebooting MOOC research},
	journal = {Science},
	volume = {347},
	number = {6217},
	year = {2015},
	pages = {30-31},
	url = {http://www.sciencemag.org/content/347/6217/34.summary},
	author = {Reich, J.}
}
@article {541581,
	title = {Beyond Prediction: First Steps Toward Automatic Intervention in MOOC Student Stopout},
	journal = {Proceedings of the 8th International Conference on Educational Data Mining},
	year = {2015},
	pages = {171-178},
	url = {http://www.educationaldatamining.org/EDM2015/proceedings/full171-178.pdf},
	author = {Whitehill, J. and Williams, J.J. and Lopez, G. and Coleman, C. and Reich, J.}
}
@article {540776,
	title = {Supporting Instructors in Collaborating with Researchers using MOOClets},
	journal = {Proceedings of the Second (2015) ACM Conference on Learning @ Scale},
	year = {2015},
	pages = {413-416},
	url = {http://dx.doi.org/10.1145/2724660.2728705},
	author = {Williams, Joseph Jay and Juho Kim and Brian Keegan}
}
@article {540771,
	title = {Using and Designing Platforms for In Vivo Educational Experiments},
	journal = {Proceedings of the Second ACM Conference on Learning@Scale},
	year = {2015},
	pages = {409-412},
	url = {http://dx.doi.org/10.1145/2724660.2728704},
	author = {Williams, Joseph Jay and Korinn Ostrow and Xi Xiong and Elena Glassman and Juho Kim and Sam Maldonado and Justin Reich and Neil Heffernan}
}
@article {540676,
	title = {HarvardX and MITx: Two years of Open Online Courses Fall 2012-Summer 2014},
	journal = {HarvardX Working Paper},
	year = {2015},
	url = {http://ssrn.com/abstract=2586847},
	author = {Andrew Dean Ho and Isaac Chuang and Justin Reich and Coleman, Cody Austun and Whitehill, Jacob and Northcutt, Curtis G. and Williams, Joseph Jay and Hansen, John D. and Lopez, Glenn and Petersen, Rebecca}
}
@manuascript {540746,
	title = {Science of Living Systems, 20, Psychological Science: A Case Study in Educational Research and Assessment},
	journal = {Manuscript},
	year = {2015},
	author = {Friedman, M. and Moulton, S.}
}
@article {540671,
	title = {Staggered Versus All-at-Once Content Release in Massive Open Online Courses: Evaluating a Natural Experiment},
	journal = {Proceedings of the Second (2015) ACM Conference on Learning @ Scale},
	year = {2015},
	pages = {185-194},
	url = {http://dl.acm.org/citation.cfm?id=2724663},
	author = {Mullaney, Thomas and Justin Reich}
}
@article {540041,
	title = {Computer-Assisted Reading and Discovery for Student Generated Text in Massive Open Online Courses},
	journal = {Journal of Learning Analytics},
	volume = {2},
	number = {1},
	year = {2015},
	pages = {156-184},
	url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4138/4840},
	author = {Justin Reich and Tingley, Dustin and Jetson Leder-Luis and Margaret Roberts and Brandon Stewart}
}
@article {541751,
	title = {Correlating skill and improvement in 2 MOOCs with a student{\textquoteright}s time on tasks},
	journal = {Proceedings of the First ACM conference on Learning @ scale conference - L@S {\textquoteright}14},
	year = {2014},
	pages = {11-20},
	url = {http://dl.acm.org/citation.cfm?id=2566250},
	author = {Champaign, J. and Colvin, K. F. and Liu, A. and Fredericks, C. and Seaton, D. and Pritchard, D. E.}
}
@article {541806,
	title = {Due dates in MOOCs},
	journal = {Proceedings of the First (2014) ACM Conference on Learning @ Scale},
	year = {2014},
	pages = {193{\textendash}194},
	url = {http://dl.acm.org/citation.cfm?id=2556325},
	author = {Nesterko, S. O. and Seaton, D. and Reich, J. and McIntyre, J. and Han, Q. and Chuang, I. and Ho, A.}
}
@article {541766,
	title = {A Framework for Structuring Learning Assessment in a Massively Multiplayer Online Educational Game},
	journal = {International Journal of Game-Based Learning},
	volume = {4},
	number = {1},
	year = {2014},
	pages = {37-59},
	url = {http://dl.acm.org/citation.cfm?id=2603884},
	author = {Conrad, S. and Clarke-Midura, J. and Klopfer, E.}
}
@article {541761,
	title = {Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class},
	journal = {The International Review of Research in Open and Distributed Learning},
	volume = {15},
	number = {4},
	year = {2014},
	pages = {263-283},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/1902/3009},
	author = {Colvin, K. F. and Champaign, J. and Liu, A. and Q Zhou and Fredericks, C. and Pritchard, D. E.}
}
@article {540766,
	title = {The MOOClet Framework: Improving Online Education through Experimentation and Personalizaton of Modules},
	journal = {SSRN},
	year = {2014},
	url = {http://papers.ssrn.com/sol3/Papers.cfm?abstract_id=2523265},
	author = {Williams, Joseph Jay and Ali, N. and Juho Kim and Whitehill, Jacob and Samuel Maldonado and Mykola Pechnizkiy and Larry Chu and Neil Heffernan}
}
@article {540751,
	title = {TEAL+x: Students Say "Yes" to MITx in 8.02 TEAL},
	journal = {MIT Faculty Newsletter},
	volume = {XXVII},
	number = {2},
	year = {2014},
	url = {http://web.mit.edu/fnl/volume/272/rayyan_belcher.html},
	author = {Saif Rayyan and John Belcher}
}
@manuascript {540716,
	title = {Applying Psychological Science to Higher Education: Key Findings and Open Questions},
	journal = {Manuscript},
	year = {2014},
	url = {http://hilt.harvard.edu/files/hilt/files/moulton_2014_applying_psychological_science_to_higher_education_april16.pdf},
	author = {Moulton, S.}
}
@manuascript {540721,
	title = {The Billion Dollar Questions in Higher Ed},
	journal = {Manuscript},
	year = {2014},
	url = {http://hilt.harvard.edu/files/hilt/files/moulton_2014_applying_psychological_science_to_higher_education_april16.pdf}
}
@article {540651,
	title = {CB22x: HeroesX},
	journal = {HarvardX Working Paper},
	year = {2014},
	url = {http://ssrn.com/abstract=2382246},
	author = {Justin Reich and Jeff Emanuel and Sergiy O Nesterko and Daniel Thomas Seaton and Tommy Mullaney and Jim Waldo and Isaac Chuang and Andrew Dean Ho}
}
@article {540661,
	title = {CopyrightX Course Report},
	journal = {HarvardX Working Paper},
	year = {2014},
	author = {Fisher, W. W.}
}
@article {540656,
	title = {ER22x: JusticeX},
	journal = {HarvardX Working Paper},
	year = {2014},
	url = {http://ssrn.com/abstract=2382248},
	author = {Justin Reich and Sergiy O Nesterko and Daniel Thomas Seaton and Tommy Mullaney and Jim Waldo and Isaac Chuang and Andrew Dean Ho}
}
@manuascript {540711,
	title = {Evaluating the Flipped Classroom in An Undergraduate History Course},
	journal = {Manuscript},
	year = {2014},
	url = {http://harvardx.harvard.edu/files/harvardx/files/evaluating_the_flipped_classroom_-_zhao_and_ho.pdf},
	author = {Yiran Zhao and Ho, Andrew}
}
@article {540551,
	title = {HarvardX and MITx: The First Year of Open Online Courses, Fall 2012-Summer 2013},
	journal = {HarvardX Working Paper},
	year = {2014},
	abstract = {\&nbsp;HarvardX and MITx are collaborative institutional efforts between Harvard University and MIT to enhance campus-based education, advance educational research, and increase access to online learning opportunities worldwide. Over the year from the fall of 2012 to the summer of 2013, HarvardX and MITx launched 17 courses on edX, a jointly founded platform for delivering massive open online courses (MOOCs). In that year, 43,196 registrants earned certificates of completion. Another 35,937 registrants explored half or more of course content without certification. An additional 469,702 registrants viewed less than half of the content. And 292,852 registrants never engaged with the online content. In total, there were 841,687 registrations from 597,692 unique users across the first year of HarvardX and MITx courses. This report is a joint effort by institutional units at Harvard and MIT to describe the registrant and course data provided by edX in the context of the diverse efforts and intentions of HarvardX and MITx instructor teams.},
	url = {http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2381263},
	author = {Andrew Dean Ho and Justin Reich and Sergiy O Nesterko and Daniel Thomas Seaton and Tommy Mullaney and Jim Waldo and Isaac Chuang}
}
@article {540561,
	title = {Heroesx: The Ancient Greek Hero: Spring 2013 Course Report},
	journal = {HarvardX Working Paper},
	year = {2014},
	url = {http://dx.doi.org/10.2139/ssrn.2382246},
	author = {Justin Reich and Jeff Emanuel and Sergiy O Nesterko and Daniel Thomas Seaton and Tommy Mullaney and Jim Waldo and Isaac Chuang and Andrew Dean Ho}
}
@website {540681,
	title = {MOOC Completion and Retention in the Context of Student Intent},
	journal = {Educause Review},
	year = {2014},
	url = {http://www.educause.edu/ero/article/mooc-completion-and-retention-context-student-intent},
	author = {Reich, J.}
}
@article {540726,
	title = {Notes on Note-taking},
	journal = {SSRN},
	year = {2014},
	url = {http://hilt.harvard.edu/files/hilt/files/notetaking_0.pdf},
	author = {Friedman, M.}
}
@article {540556,
	title = {PH207x: Health in Numbers \&amp; PH278x: Human Health and Global Environmental Change -2012-2013 Course Report},
	journal = {HarvardX Working Paper},
	year = {2014},
	url = {http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2382242},
	author = {Justin Reich and Sergiy O Nesterko and Daniel Thomas Seaton and Tommy Mullaney and Jim Waldo and Isaac Chuang and Andrew Dean Ho}
}
@article {540741,
	title = {Procrastination},
	journal = {Manuscript},
	year = {2014},
	url = {http://hilt.harvard.edu/files/hilt/files/procrastination.pdf},
	author = {Wang, A.}
}
@article {540686,
	title = {Quality social science research and the privacy of human subjects requires trust},
	journal = {ACM Queue},
	volume = {12},
	number = {7},
	year = {2014},
	url = {https://queue.acm.org/detail.cfm?id=2661641},
	author = {Jon P. Daries and Justin Reich and Jim Waldo and Elise M. Young and Jonathan Whittinghill and Daniel Thomas Seaton and Andrew Dean Ho and Isaac Chuang}
}
@manuascript {540731,
	title = {Speaking up: How Social-evaluative Threat Impacts Classroom Discussions and What to Do About It},
	journal = {Manuscript},
	year = {2014},
	url = {http://hilt.harvard.edu/files/hilt/files/speakingup.pdf},
	author = {Sherman, G.}
}
@article {540046,
	title = {Changing {\textquotedblleft}Course{\textquotedblright}: Reconceptualizing Educational Variables for Massive Open Online Courses},
	journal = {Educational Researcher},
	volume = {43},
	number = {2},
	year = {2014},
	pages = {74-84},
	author = {DeBoer, J. and Ho, Andrew and Stump, G. S. and Breslow, L.}
}
@article {540691,
	title = {Studying learning in the worldwide classroom: Research into edX{\textquoteright}s first MOOC},
	journal = {Research \& Practice in Assessment},
	volume = {8},
	year = {2013},
	pages = {13-25},
	url = {http://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF2.pdf},
	author = {Breslow, L. and Pritchard, D. E. and DeBoer, J. and Stump, G. S. and Ho, A D and Seaton, D. T.}
}
@article {540756,
	title = {Circuits and Electronics},
	journal = {EBSCOhost},
	year = {2012},
	url = {http://search.ebscohost.com/login.aspx?direct=true\&db=a9h\&AN=82115324\&site=ehost-live\&scope=site},
	author = {Agarwal, A.}
}
