- Title Pages
- Dedication
- Acknowledgments
- Introduction
-
1 Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course -
2 Can MOOCs and SPOCs Help Scale Residential Education While Maintaining High Quality? -
3 Measuring the Impact of a MOOC Experience -
4 Connecting Learning: What I Learned from Teaching a Meta-MOOC -
5 Toward Peerogy -
6 The Learning Cliff: Peer Learning in a Time of Rapid Change -
7 Reimagining Learning in CLMOOC -
8 Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs -
9 Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy -
10 Haven’t You Ever Heard of Tumblr? FemTechNet’s Distributed Open Collaborative Course (DOCC), Pedagogical Publics, and Classroom Incivility -
11 Open Education as Resistance: MOOCs and Critical Digital Pedagogy -
12 Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem -
13 Digital Universalism and MOOC Affects -
14 The Prospects and Regrets of an EdTech Gold Rush -
15 Always Alone and Together: Three of My MOOC Student Discussion and Participation Experiences -
16 The Open Letter to Michael Sandel and Some Thoughts about Outsourced Online Teaching -
17 The Secret Lives of MOOCs -
18 MOOCs, Second Life, and the White Man’s Burden -
19 Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education - Contributors
- Index
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
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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- Title Pages
- Dedication
- Acknowledgments
- Introduction
-
1 Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course -
2 Can MOOCs and SPOCs Help Scale Residential Education While Maintaining High Quality? -
3 Measuring the Impact of a MOOC Experience -
4 Connecting Learning: What I Learned from Teaching a Meta-MOOC -
5 Toward Peerogy -
6 The Learning Cliff: Peer Learning in a Time of Rapid Change -
7 Reimagining Learning in CLMOOC -
8 Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs -
9 Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy -
10 Haven’t You Ever Heard of Tumblr? FemTechNet’s Distributed Open Collaborative Course (DOCC), Pedagogical Publics, and Classroom Incivility -
11 Open Education as Resistance: MOOCs and Critical Digital Pedagogy -
12 Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem -
13 Digital Universalism and MOOC Affects -
14 The Prospects and Regrets of an EdTech Gold Rush -
15 Always Alone and Together: Three of My MOOC Student Discussion and Participation Experiences -
16 The Open Letter to Michael Sandel and Some Thoughts about Outsourced Online Teaching -
17 The Secret Lives of MOOCs -
18 MOOCs, Second Life, and the White Man’s Burden -
19 Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education - Contributors
- Index
