Georgetown’s First Six MOOCs: Completion, Intention, and Gender Achievement Gaps

This analysis of Georgetown’s first six MOOCs (massive open online courses) comprises three parts, moving from general to specific in scope. I begin with a discussion of demographic factors across all six courses, seeking to answer the following question: “Who takes, and succeeds in these courses?” Next, I discuss the relationship between stated intention and course performance with survey data from a pre-course survey for Georgetown’s very first MOOC, an economics course. I end by examining the gender achievement gap in the same economics course

Inclusive Study Group Formation At Scale

Underrepresented students face many significant challenges in their education. In particular, they often have a harder time than their peers from majority groups in building long-term high-quality study groups. This challenge is exacerbated in remote-learning scenarios, where students are unable to meet face-to-face and must rely on pre-existing networks for social support. We present a scalable system that removes structural obstacles faced by underrepresented students and supports all students in building inclusive and flexible study groups. One of our main goals is to make the traditionally informal and unstructured process of finding study groups for homework more equitable by providing a uniform but lightweight structure. We aim to provide students from underrepresented groups an experience that is similar in quality to that of students from majority groups. Our process is unique in that it allows students the opportunity to request group reassignments during the semester if they wish. Unlike other collaboration tools our system is not mandatory and does not use peer-evaluation. We trialed our approach in a 1000+ student introductory Engineering and Computer Science course that was conducted entirely online during the COVID-19 pandemic. We find that students from underrepresented backgrounds were more likely to ask for group-matching support compared to students from majority groups. At the same time, underrepresented students that we matched into study groups had group experiences that were comparable to students we matched from majority groups. B-range students in high-comfort and high-quality groups had improved learning outcomes

Addressing the Gender Gap in STEM MOOCs: How Brief, In-Course Messages Can Increase Females' Motivation and Online Learning Success

Women are routinely underrepresented in higher education science, technology, engineering, and mathematics (STEM). Despite lower admission barriers and more flexible schedules, massive open online courses (MOOCs) are not exempt from this trend, as female learners are less likely than males to enroll in and complete them. Using the ecological systems framework, this researcher explored factors contributing to the STEM gender gap across home country, course, and learner levels. During the mixed-methods needs assessment, female learners’ self-efficacy, time constraints, and home country’s level of gender inequality emerged as the three strongest factors related to the gender gap in retention and completion. The self-determination theory of intrinsic motivation was used to align the novel intervention prompts with females’ sense of competency, autonomy, and relatedness. The intervention study deployed text-based messages to students in 150 STEM MOOCs to tackle the primary identified needs: boost confidence, improve planning, and emphasize individuals’ values to counteract gender inequality. The Coursera platform was used to conduct a randomized controlled trial (RCT) experiment, allowing causal quantitative data analysis to assess the impact of these intervention groups on learners’ persistence, skill development, and continued learning. Females’ self-reported reasons for stopping before completion were also qualitatively coded by theme. This explanatory mixed-methods RCT study included 324,457 total active learners with identified gender. The four treatment groups (three variant types plus the combined treatment) each resulted in a significant increase in first-week completion rates for female learners compared with the control. The value relevance treatment group retained this significant increase, successfully eliminating the gender gap in STEM MOOC course completion. The self-efficacy treatment significantly raised the number of female course completers by 50% in the youngest age tier. Moving all active learners in this RCT from the control group to the value relevance treatment would result in approximately 1,400 additional female STEM course completers. Implications for future research and practice are explored, including the personalized deployment of the messages given differences in impact by age, gender, and geography

Influence of employer support for professional development on MOOCs enrolment and completion: Results from a cross-course survey

Although the potential of open education and MOOCs for professional development is usually recognized, it has not yet been explored extensively. How far employers support non-formal learning is still an open question. This paper presents the findings of a survey-based study which focuses on the influence of employer support for (general) professional development on employees’ use of MOOCs. Findings show that employers are usually unaware that their employees are participating in MOOCs. In addition, employer support for general professional development is positively associated with employees completing MOOCs and obtaining certificates for them. However, the relationship between employer support and MOOC enrollment is less clear: workers who have more support from their employers tend to enroll in either a low or a high number of MOOCs. Finally, the promotion of a minimum of ICT skills by employers is shown to be an effective way of encouraging employee participation in the open education ecosystem.JRC.J.3-Information Societ

A Chatbot Tutor Can Lessen the Gender Confidence Gap in Information Systems Learning

Women are underrepresented in the information systems discipline as well as other STEM fields. A common explanation for the significant gender gap is the difference in women’s and men’s self-efficacy concerning information systems (IS) tasks and roles during their secondary education. As a potential solution, this study explores how chatbot tutors impact confidence differently between 136 women and men in an introductory programming course. Our findings confirmed prior research showing that while men have greater confidence in information systems tasks, there is no difference in performance in those tasks between women and men. Next, we found that a chatbot used during learning can improve confidence of all students. Finally, and most importantly, we found that the effect of a chatbot tutor is stronger for women than for men. Therefore, chatbot may be a valid tool to lessen the gender gap in the information systems discipline

Adult learners\u27 perceptions of MOOC motivation, success, and completion: a virtual ethnographic study

Massive open online courses (MOOCs) have been credited with disrupting the traditional classroom and challenging distance education models in higher education. MOOCs were developed with the intention of opening up education to the masses, specifically those in developing countries who could not readily access educational resources or opportunities. However, early quantitative reports have shown that MOOC participants tend to be adult learners who already possess bachelor\u27s or master\u27s degrees. Additionally, MOOC completion rates have been reported to be significantly low with less than 15% of enrolled students actually completing them. This has led to questions about who the true target learners are and whether completion is the proper measure for gauging the effectiveness of MOOCs. Qualitative research has the potential to demystify questions about MOOC learners\u27 motivations and perceptions of success and completion. However, ethical issues of conducting qualitative research in open online environments present challenges and require a thoughtful research design regarding consent, privacy, and intellectual property. This study used virtual ethnographic, narrative inquiry, and photo-elicitation methods to qualitatively examine the experiences of adult learners (n = 12) from around the world who were enrolled in a MOOC on the social justice topic of human trafficking via the Coursera platform. The anthropological nature of the research methods led to a richer understanding of the adult learner MOOC culture as a socially dynamic democratic environment involving social presence, lurking, up-voting, down-voting, peer review, and reputations. Results from the study include co-constructed narratives of adult learners\u27 MOOC experiences, themes of commonalities and differences across learner experiences, a thick description of MOOC culture, and an initial conceptual framework for understanding adult learners\u27 perceptions of MOOC motivation, success, and completion. The findings of this research and its resulting conceptual framework could be beneficial for platform providers, instructors, and instructional designers who are developing MOOCs intended for adult learners in the areas of continuing education, professional development, volunteerism training, as well as for adults who are considering enrolling in graduate school. This study highlights a need for a more learner-centered approach to MOOC design and suggests that MOOCs have the potential to facilitate a global discussion on social justice topics as a component of attitude change instruction. Implications for MOOC design and suggestions for future research are presented

MOOC (Massive Open Online Courses)

Massive Open Online Courses (MOOCs) are free online courses available to anyone who can sign up. MOOCs provide an affordable and flexible way to learn new skills, advance in careers, and provide quality educational experiences to a certain extent. Millions of people around the world use MOOCs for learning and their reasons are various, including career development, career change, college preparation, supplementary learning, lifelong learning, corporate e-Learning and training, and so on

Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics

The increase in massive open online course (MOOC) offerings in theological higher education presents unique equipping opportunities for local churches, providing high-quality instruction from authoritative scholars. The purpose of this project is to facilitate participation in a MOOC to equip members of Calvary Baptist Church, Lynchburg, Virginia, with basic hermeneutic principles in order to enrich personal Bible study and prepare for teaching the Bible. A pretest and posttest assess the effectiveness of the program to impart knowledge of hermeneutical concepts and skills. A concluding survey determines the extent to which participants plan to use learned hermeneutic methods and principles in personal Bible study and teaching preparation, in addition to assessing participants’ experiences with and perceptions of the educational technology. This project seeks to affirm the viability of using MOOCs for various equipping opportunities in local churches

Innovation in Pedagogy and Technology Symposium: University of Nebraska, May 8, 2018

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services. University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE Technology has forever changed the landscape of higher education and continues to do so—often at a rapid pace. At the University of Nebraska, we strive to embrace technology to enhance both teaching and learning, to provide key support systems and meet institutional goals. The Innovation in Pedagogy and Technology Symposium is designed for any NU administrator, faculty or staff member who is involved in the use of technology in education at all levels. Past events have drawn over 500 NU faculty, staff and IT professionals from across the four campuses for a day of discovery and networking. The 2018 event was held in downtown Lincoln. The schedule included: • Presentations by University of Nebraska faculty, staff and administrators • Concurrent sessions focused on pedagogy/instructional design, support and administrative strategies and emerging technologies • Panel discussions • Roundtable discussions and networking time • Sponsor exhibits • Continental breakfast and lunch Keynote Presentation: Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects • Barbara Oakley, Ph.D., Oakland University Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research • Tanya Joosten, University of Wisconsin-Milwaukee Synchronous Online & In Person Classrooms: Challenges & Rewards Five Years Into Practice • Elsbeth Magilton We Nudge and You Can Too: Improving Outcomes with an Emailed Nudge • Ben Smith It Takes a System to Build an Affordable Content Program • Brad Severa, Jane Petersen, Kimberly Carlson, Betty Jacques, Brian Moore, Andrew Cano, Michael Jolley Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce • Olimpia Leite-Trambly, Sharon Obasi., Toni Hill Schedule NU! Schedule SC! • Cheri Polenske, Jean Padrnos, Corrie Svehla See It & Believe It (Assessing Professional Behaviors & Clinical Reasoning with Video Assignments) • Grace Johnson, Megan Frazee Group Portfolios as a Gateway to Creativity, Collaboration & Synergy in an Environment Course • Katherine Nashleanas Learning to Learn Online: Helping Online Students Navigate Online Learning • Suzanne Withem Beyond Closed Captioning: The Other ADA Accessibility Requirements • Analisa McMillan, Peggy Moore (UNMC) Using Interactive Digital Wall (iWall) Technology to Promote Active Learning • Cheryl Thompson, Suhasini Kotcherlakota, Patrick Rejda, Paul Dye Cybersecurity Threats & Challenges • JR Noble Digital Badges: A Focus on Skill Acquisition • Benjamin Malczyk Creating a Student Success Center Transitioning Graduate Students to an Online Community • Brian Wilson, Christina Yao, Erica DeFrain, Andrew Cano Male Allies: Supporting an Inclusive Environment in ITS • Heath Tuttle (, Wes Juranek Featured Extended Presentation: Broaden Your Passion! Encouraging Women in STEM • Barbara Oakley, Oakland University in Rochester, Michigan Students as Creative Forces to Enhance Curriculum via E-Learning • Betsy Becker, Peggy Moore, Dele Davies Rethinking Visual Communication Curriculum: The Success of Emporium Style • Adam Wagler (UNL), Katie Krcmarik, Alan Eno A Course Delivery Evolution: Moving from Lecture to Online to a Flipped Classroom • Kim Michael, Tanya Custer Enhancing the Quality of Online Teaching via Collaborative Course Development • B. Jean Mandernach, Steve McGahan Collaborating Across NU for Accessible Video • Heath Tuttle, Jane Petersen, Jaci Lindburg Structuring Security for Success • Matt Morton, Rick Haugerud Future Directions for University of Nebraska Wireless Networking • Brian Cox, Jay Wilmes Using Learning Analytics in Canvas to Improve Online Learning • Martonia Gaskill,, Phu Vu, Broaden Your Passion! Encouraging Women in STEM • Featured Speaker: Barbara Oakley, Oakland University in Rochester, MI Translating Studio Courses Online • Claire Amy Schultz Hidden Treasures: Lesser Known Secrets of Canvas • Julie Gregg, Melissa Diers, Analisa McMillan Your Learners, Their Devices & You: Incorporating BYOD Technology into Your Didactics • Tedd Welniak Extending the Conversation about Teaching with Technology • Marlina Davidson, Timi Barone, Dana Richter-Egger, Schuetzler, Jaci Lindburg Scaling up Student Assessment: Issues and Solutions • Paul van Vliet Closing Keynote: Navigating Change: It’s a Whitewater Adventure • Marjorie J. Kostelnik, Professor and Senior Associate to the President doi 10.13014/K2Q23XFDhttps://digitalcommons.unl.edu/zeabook/1068/thumbnail.jp