Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class

We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also ana...

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Autores principales:	Kimberly F Colvin, John Champaign, Alwina Liu, Qian Zhou, Colin Fredericks, David E Pritchard
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	online learning Item Response Theory learning gain edX Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/89117c4ccdf845d58169592c2ed6b166
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spelling	oai:doaj.org-article:89117c4ccdf845d58169592c2ed6b1662021-12-02T19:25:21ZLearning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class10.19173/irrodl.v15i4.19021492-3831https://doaj.org/article/89117c4ccdf845d58169592c2ed6b1662014-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1902https://doaj.org/toc/1492-3831 We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week’s homework and test questions in the MOOC, including the pre- and posttests, using item response theory (IRT). This determined both an average ability and a relative improvement in ability over the course. The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students. Kimberly F ColvinJohn ChampaignAlwina LiuQian ZhouColin FredericksDavid E PritchardAthabasca University Pressarticleonline learningItem Response Theorylearning gainedXSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 4 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning Item Response Theory learning gain edX Special aspects of education LC8-6691
spellingShingle	online learning Item Response Theory learning gain edX Special aspects of education LC8-6691 Kimberly F Colvin John Champaign Alwina Liu Qian Zhou Colin Fredericks David E Pritchard Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class
description	We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week’s homework and test questions in the MOOC, including the pre- and posttests, using item response theory (IRT). This determined both an average ability and a relative improvement in ability over the course. The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students.
format	article
author	Kimberly F Colvin John Champaign Alwina Liu Qian Zhou Colin Fredericks David E Pritchard
author_facet	Kimberly F Colvin John Champaign Alwina Liu Qian Zhou Colin Fredericks David E Pritchard
author_sort	Kimberly F Colvin
title	Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class
title_short	Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class
title_full	Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class
title_fullStr	Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class
title_full_unstemmed	Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class
title_sort	learning in an introductory physics mooc: all cohorts learn equally, including an on-campus class
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/89117c4ccdf845d58169592c2ed6b166
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Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class

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