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Abstract Title: There is Learning in MOOCs - What Causes It?
Abstract: We have shown that there is learning in our MOOC both using pre/post testing and week to week ability analysis using Item Response Theory. The normalized gain is ~ 0.31, higher than traditional courses, but lower than most interactive courses. Students with lower initial skill, less educational attainment, or weak preparation in physics and math learn as much as other students. We observe correlations with time spent on different resources and also observe different learning habits of students showing relative improvement vs. those with relative decline over the course.
Abstract Type: Symposium Poster
Targeted Session: Getting Involved in Online PER

Author/Organizer Information

Primary Contact: David Pritchard
Massachusetts Institute of Technology
Co-Author(s)
and Co-Presenter(s)
Kim Colvin, John Champaign, Qian Zhou, John Doucette, and Alwina Liu
Massachusetts Institute of Technology