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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 September 2021

Measuring the Impact of a MOOC Experience

Measuring the Impact of a MOOC Experience

Chapter:
(p.51) 3 Measuring the Impact of a MOOC Experience
Source:
MOOCs and Their Afterlives
Author(s):

Owen R. Youngman

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0004

The sheer size and student-teacher ratios of MOOCs raised questions among both academics and the general public, not only of whether substantial learning could take place in them, but also of whether enrollees received any of the traditional benefits of having participated in a liberal arts education — such as self-understanding, critical thinking, and respect for others and for knowledge. This chapter presents quantitative and qualitative data from two sessions of an early MOOC from Northwestern University in support of the proposition that even when students' original intent in taking a MOOC is utilitarian, enrollees can achieve such outcomes when actively engaged by the material, the faculty, and one another.

Keywords:   MOOC, measurement, learning, empathy, student experience, engagement

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