June 24, 2017
June 24, 2017
June 28, 2017
NSF Grantees Poster Session
Contextualized Evaluation of Advanced STEM MOOCs
While it is well-known that massive open online courses, MOOCs, attract large numbers of enrollees but few of whom complete, less is known about how to evaluate MOOCs and what evaluation metrics are appropriate in open online educational environments. The openness of the MOOC environment presents major challenges to understanding how or what type of learning is occurring and whether the pedagogies used are particularly effective. Furthermore, with heterogeneous learners in the thousands, little is known about MOOC users and what they hope to gain, and whether they actually achieve their learning goals. The primary research goal of this NSF-funded project is to provide theoretical foundations for evaluation in online learning environments and increase the capacity for science, engineering, technology, and mathematics (STEM) MOOC evaluation and research. This project focuses on the following research questions: (1) What constructs contribute to learners’ behavior in advanced STEM MOOCs? (2) What information is needed to inform stakeholders decision-making regarding the value of offering advanced STEM MOOCs? How do stakeholder needs drive the design of MOOCs? and (3)What is a context sensitive, generalizable framework of evaluation for advanced STEM MOOCs? We are undertaking 3 lines of research to address these research questions. In our poster, we will present results from each of the three lines of research from this project: stakeholder interviews, surveys of learners and data analytics to inform a typology of MOOC users.
Douglas, K. A., & Diefes-Dux, H. A., & Bermel, P., & Madhavan, K., & Hicks, N. M., & Williams, T. V. (2017, June), Board # 32 : NSF PRIME Project: Contextualized Evaluation of Advanced STEM MOOCs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27830
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