Blog

Exploring Course Structure at HarvardX: A New Year’s Resolution for MOOC Research

by Daniel Seaton (VPAL Research Scientist)

Course structure - the type, frequency, and grading of various activities in a course - has been shown to be a tunable parameter with which to affect learner behavior and outcomes (Freeman). On-campus, transitions from traditional lecture to active learning formats benefit student behavior, learning outcomes, and attitudes (Laverty,… Read more about Exploring Course Structure at HarvardX: A New Year’s Resolution for MOOC Research

Towards developing motivational MOOCs : A gameful design approach

by Selen Turkay (VPAL Research Fellow)

Learners are driven to Massive Online Open Courses (MOOCs) for many reasons. There are a plethora of studies on why students enroll in MOOCs. Some want to learn about the course topic, some are curious about the learning platform. Regardless of the initial motivation, students find it challenging to stick with these courses, which generates high dropout rates. Some of the main reasons MOOC learners drop out is that they… Read more about Towards developing motivational MOOCs : A gameful design approach

What can MOOC instructors do to increase student engagement? Talk to their students.

by Jacob Whitehill (VPAL Research Fellow)

Massive open online courses (MOOCs) give tens of millions of learners worldwide access to high-quality educational content at low cost (typically for $0). Since the waning of the MOOC hype cycle, however, it is clear that simply enrolling students in an online course is usually not sufficient to help students… Read more about What can MOOC instructors do to increase student engagement? Talk to their students.