What have we learned from the last two years of MOOC research that could help improve the design of courses? This post continues my series of short posts on seven general themes from MOOC research that could inform the design of large-scale learning environments in the years ahead.
- MOOC students are diverse, but trend towards auto-didacts (July 2)
- MOOC students value flexibility, but benefit when they engage frequently (July 6)
- The best predictor of persistence and completion is intention, though every activity predicts every other activity (July 12)
- MOOC students (tell us they) leave because they get busy with other things, but we may be able to help them stay on track (July 16)
- Students learn more from doing than watching (July 21)
- Lots of student learning activities are happening beyond our observation: including note-taking, socializing, and using external references (Today!)
- Improving student learning outcomes will require measuring learning, experimenting with different approaches, and baking research into courses from the beginning