subject:(MOOCs)

University of Illinois – Urbana-Champaign

1. Haniya, Samaa. Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2019, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/104811

► One of the recent innovations taking place in higher education is the phenomenon of Massive Open Online Courses, known as MOOCs. MOOCs have grown rapidly… (more)

▼ One of the recent innovations taking place in higher education is the phenomenon of Massive Open Online Courses, known as MOOCs. MOOCs have grown rapidly over the last several years and have become a popular topic in media and academic research. Much has been said about MOOCs in terms of their impact and reach with a wide range of opinions between supporters and opponents (Daniel, 2012; Liyanagunawardena, Adams, & Williams, 2013; Yuan & Powell, 2013; Chen 2014; Hvam, 2015;). However, there is a lack of research capturing the dynamic of learning and the different ways learners participate in this new massive e-learning ecology. Influenced by theories of constructivism and differentiated learning approaches, this study aimed to explore the different patterns of participation among MOOC learners in the Coursera platform and identify the different demographic variables and influential factors that could relate to these patterns. Data was obtained from the data logs and survey results recorded by the Coursera platform of the session-based “Subsistence Marketplaces” MOOC. This was the first MOOC to be offered by the College of Business at the University of Illinois Urbana-Champaign in Spring of 2014. The study utilized a mixed method approach in the data analysis (Creswell 2014; Greene 2007) combining Educational Data Mining, statistical analysis and content analysis. Findings of this research revealed five different patterns of participation in MOOCs as follows: advanced, balanced, early, limited and delayed. Data analysis have also revealed that there is a relationship between the different patterns of participation and employment status, education level, and age groups, but not gender. Moreover, the content analysis of the open-ended survey questions explored multiple reasons that motivate and limit learners’ level of participation in MOOCs. The findings of this research are significant in helping to improve future iterations of MOOCs to be more flexible and transparent to the varied levels of participation that learners may need. Advisors/Committee Members: Paquette, Luc (advisor), Cope, William (Committee Chair), McCarthy , Cameron (committee member), Hood, Denice (committee member).

Subjects/Keywords: MOOCs; Participation Patterns.

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APA (6^th Edition):

Haniya, S. (2019). Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104811

Chicago Manual of Style (16^th Edition):

Haniya, Samaa. “Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 08, 2021. http://hdl.handle.net/2142/104811.

MLA Handbook (7^th Edition):

Haniya, Samaa. “Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors.” 2019. Web. 08 Mar 2021.

Vancouver:

Haniya S. Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2142/104811.

Council of Science Editors:

Haniya S. Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104811

Hong Kong University of Science and Technology

2. Mi, Fei. Machine learning models for some learning analytics issues in massive open online courses.

Degree: 2015, Hong Kong University of Science and Technology

URL: http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html

► With the enormous scale of massive open online courses (MOOCs), many interesting learning analytics issues are worth studying. Peer grading is one vital issue for… (more)

▼ With the enormous scale of massive open online courses (MOOCs), many interesting learning analytics issues are worth studying. Peer grading is one vital issue for addressing the assessment challenge for open-ended assignments or exams while at the same time providing students with an effective learning experience through involvement in the grading process. Most existing MOOC platforms use simple schemes for aggregating peer grades, e.g., taking the median or mean. To enhance these schemes, some recent research attempts have developed machine learning methods under either the cardinal setting (for absolute judgment) or the ordinal setting (for relative judgment). In this thesis, we seek to study both the cardinal and ordinal aspects of peer grading within a common framework. First, we propose novel extensions to some existing probabilistic graphical models for cardinal peer grading. Not only do these extensions give a superior performance in cardinal evaluation, they also outperform conventional ordinal models in ordinal evaluation. Next, we combine cardinal and ordinal models by augmenting ordinal models with cardinal predictions as prior. Such a combination can achieve further performance boosts in both cardinal and ordinal evaluations, suggesting a new research direction for peer grading on MOOCs. Extensive experiments have been conducted using real peer grading data from a course offered by HKUST on the Coursera platform. As another learning analytics issue, dropout prediction, or identifying students at risk of dropping out of a course, is an important problem to study due to the high attrition rate commonly found on many MOOC platforms. The methods proposed recently for dropout prediction apply relatively simple machine learning methods such as support vector machines and logistic regression, which use features that reflect student activities such as watching lecture video and forum activities on a MOOC platform during the study period of a course. Since the features are captured continuously for each student over a period of time, dropout prediction is essentially a time series prediction problem. By regarding dropout prediction as a sequence classification problem, we propose some temporal models for solving it. In particular, based on extensive experiments conducted on two MOOCs offered on Coursera and edX, a recurrent neural network (RNN) model with long short-term memory (LSTM) cells beats the baseline methods as well as our other proposed methods by a large margin.

Subjects/Keywords: MOOCs (Web-based instruction) ; Grading

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APA (6^th Edition):

Mi, F. (2015). Machine learning models for some learning analytics issues in massive open online courses. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mi, Fei. “Machine learning models for some learning analytics issues in massive open online courses.” 2015. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mi, Fei. “Machine learning models for some learning analytics issues in massive open online courses.” 2015. Web. 08 Mar 2021.

Vancouver:

Mi F. Machine learning models for some learning analytics issues in massive open online courses. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2015. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mi F. Machine learning models for some learning analytics issues in massive open online courses. [Thesis]. Hong Kong University of Science and Technology; 2015. Available from: http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Delft University of Technology

3. Grooff, Alexander (author). Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity.

Degree: 2018, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f

► Since the introduction of Massive Online Open Courses (MOOCs) in 2008, the number of MOOCs offered by universities has increased enormously. Over 700 universities offer… (more)

▼ Since the introduction of Massive Online Open Courses (MOOCs) in 2008, the number of MOOCs offered by universities has increased enormously. Over 700 universities offer a total of 5924 MOOCs. Each MOOC holds a sequence of 10 to 140 videos and are meant to help online learners understand a given topic. These videos are intended to be watched in a specific, sequential order. This order can be seen as a chain where video 1 provides enough prerequisite knowledge for video 2, video 2 for video 3 and so on. In theory that is fine, however, this order is not necessarily the only ideal order to watch videos in. The online learner might want to take shortcuts through the MOOC's videos, find additional information on the topic in another video or explore what other subjects are available to study. In other words, the online learner could benefit from improved navigational features to better explore the surrounding relevant videos. By branching out the viewing order towards videos in other MOOCs, we add alternative sequence orders as possible learning paths for the online learner. This can help online learners plan out an alternative sequence order based on their own interests and backgrounds. The chain-like sequence order as described above, where one video provides the prerequisite knowledge for its successor, is crucial for creating alternative sequence orders. When video 1 from MOOC A is found to be similar to video 5 from MOOC B, it can be assumed that video 1 provides the prerequisite knowledge for video 6 in MOOC B. Similar videos between the MOOCs are found by comparing their transcripts, titles and durations. Based on this similarity a new sequence order is set up from one video to its similar counterparts’ successor video. We structure these alternative sequence orders by representing the videos from MOOCs as nodes into a graph and connect them with directed edges that represent the sequence order between videos. Several methods for finding similarities have been compared to find the most accurate way of comparing transcriptions where the method doc2vec yields the most accurate similarity cases. Evaluation based on a user study shows that our method creates alternative sequence orders that have 58.7% positive user ratings. This can be compared to semi-randomly picked sequence orders and the original sequence order defined in the MOOC, which have 8.0% and 76% positive user ratings respectively. This shows that the alternative sequence orders are significantly better than the semi-randomly picked sequence orders, and comparable but not as good as the original sequence order defined in the MOOC. Advisors/Committee Members: Lofi, Christoph (mentor), Houben, Geert-Jan (graduation committee), Zuñiga Zamalloa, Marco (graduation committee), Delft University of Technology (degree granting institution).

Subjects/Keywords: MOOCs; Document similarity; doc2vec

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APA (6^th Edition):

Grooff, A. (. (2018). Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f

Chicago Manual of Style (16^th Edition):

Grooff, Alexander (author). “Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity.” 2018. Masters Thesis, Delft University of Technology. Accessed March 08, 2021. http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f.

MLA Handbook (7^th Edition):

Grooff, Alexander (author). “Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity.” 2018. Web. 08 Mar 2021.

Vancouver:

Grooff A(. Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Mar 08]. Available from: http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f.

Council of Science Editors:

Grooff A(. Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f

Delft University of Technology

4. Castelijn, Jaron (author). Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs.

Degree: 2017, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1

►

Although the motivational capacity of serious games is well supported in theory, few experimental studies have been conducted so far. This study contributes to this… (more)

Subjects/Keywords: Serious games; MOOCs; Student retention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Castelijn, J. (. (2017). Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1

Chicago Manual of Style (16^th Edition):

Castelijn, Jaron (author). “Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs.” 2017. Masters Thesis, Delft University of Technology. Accessed March 08, 2021. http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1.

MLA Handbook (7^th Edition):

Castelijn, Jaron (author). “Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs.” 2017. Web. 08 Mar 2021.

Vancouver:

Castelijn J(. Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs. [Internet] [Masters thesis]. Delft University of Technology; 2017. [cited 2021 Mar 08]. Available from: http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1.

Council of Science Editors:

Castelijn J(. Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs. [Masters Thesis]. Delft University of Technology; 2017. Available from: http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1

Hong Kong University of Science and Technology

5. Kwok, Chung Hin CSE. A matching problem in peer assessment on e-learning platforms.

Degree: 2018, Hong Kong University of Science and Technology

URL: http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

► The advancement of technology has made learning possible regardless of temporal and spatial barriers through e-learning platforms. They host numerous MOOCs that deliver quality content… (more)

Subjects/Keywords: Peer teaching ; MOOCs (Web-based instruction) ; Evaluation

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APA (6^th Edition):

Kwok, C. H. C. (2018). A matching problem in peer assessment on e-learning platforms. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kwok, Chung Hin CSE. “A matching problem in peer assessment on e-learning platforms.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kwok, Chung Hin CSE. “A matching problem in peer assessment on e-learning platforms.” 2018. Web. 08 Mar 2021.

Vancouver:

Kwok CHC. A matching problem in peer assessment on e-learning platforms. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kwok CHC. A matching problem in peer assessment on e-learning platforms. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Hong Kong University of Science and Technology

6. Li, Chengjin ISD. A narrative visualization system for peaks in video clickstreams from massive open online courses.

Degree: 2016, Hong Kong University of Science and Technology

URL: http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html

► In the last five years, the world has seen a remarkable level of interest in Massive Open Online Courses or MOOCs. Understanding students online learning… (more)

Subjects/Keywords: Streaming video ; MOOCs (Web-based instruction)

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APA (6^th Edition):

Li, C. I. (2016). A narrative visualization system for peaks in video clickstreams from massive open online courses. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Li, Chengjin ISD. “A narrative visualization system for peaks in video clickstreams from massive open online courses.” 2016. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Li, Chengjin ISD. “A narrative visualization system for peaks in video clickstreams from massive open online courses.” 2016. Web. 08 Mar 2021.

Vancouver:

Li CI. A narrative visualization system for peaks in video clickstreams from massive open online courses. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2016. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Li CI. A narrative visualization system for peaks in video clickstreams from massive open online courses. [Thesis]. Hong Kong University of Science and Technology; 2016. Available from: http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

7. O'Connor, Katherine. Remaking the university curriculum: what counts as knowledge in new forms of online learning.

Degree: 2017, University of Melbourne

URL: http://hdl.handle.net/11343/207962

► The purposes of a university education and the knowledge it should seek to impart are today very much in question. Teaching within universities is becoming… (more)

▼ The purposes of a university education and the knowledge it should seek to impart are today very much in question. Teaching within universities is becoming increasingly focused on generic instrumental and vocational agendas, and there are strong drives to improve teaching and make greater use of online technologies in response to a widening student body. The significance and implications of these trends for different aspects of university work have been widely debated, but there has been little attention to the changing dynamics of curriculum making and the assumptions at work in how subjects are being put together. Within this context, this thesis investigates the question ‘what counts as knowledge in new forms of online learning’. It focuses on the differences and similarities evident in the purposes, assumptions and constraints recognised by those working in different kinds of knowledge fields; and on the coherence of the conceptions of knowledge at work within the framing and development of new online initiatives and subjects. The thesis approaches these questions through a qualitative study of online initiatives developed at two Australian universities. The research draws on traditions of curriculum inquiry and policy sociology to focus on how those responsible for the development of the new online initiatives and subjects grapple with questions of knowledge and its teaching in their aims and practices. It considers the institutional policy framings informing the new online initiatives and undertakes case studies of the curriculum development of particular subjects, drawing on interviews with policy leaders and lecturers, and analyses of policy documentation and curriculum materials. For the policy leaders, the thesis shows that while their rhetoric is concerned with students’ own knowledge constructions, their approach positions curriculum content as settled and predefined. For the lecturers, it highlights significant differences in how those located in disciplinary and professional fields conceptualised knowledge and approached their curriculum development, but also that these orientations were undermined to an extent in the process of working with the new platforms. It shows the lecturers’ practices here led to more ‘instructivist’ rather than ‘constructivist’ teaching, and a greater emphasis on knowledge as a defined body of content to be taught. The thesis uncovers three problems arising in current university developments. One is the neglect of the differences between disciplines and professional knowledge fields, and the ways in which the different purposes and orientations of these fields shape curriculum development. A second is the neglect of the conditions required to encourage constructivist teaching practices online, including in relation to questions of substance. And a third is the neglect of the complex relations between curriculum and pedagogical form in building what counts as knowledge. The thesis explores the effects of these policy blindspots on lecturers’ practices of curriculum…

Subjects/Keywords: curriculum; higher education; online learning; MOOCs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Connor, K. (2017). Remaking the university curriculum: what counts as knowledge in new forms of online learning. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/207962

Chicago Manual of Style (16^th Edition):

O'Connor, Katherine. “Remaking the university curriculum: what counts as knowledge in new forms of online learning.” 2017. Doctoral Dissertation, University of Melbourne. Accessed March 08, 2021. http://hdl.handle.net/11343/207962.

MLA Handbook (7^th Edition):

O'Connor, Katherine. “Remaking the university curriculum: what counts as knowledge in new forms of online learning.” 2017. Web. 08 Mar 2021.

Vancouver:

O'Connor K. Remaking the university curriculum: what counts as knowledge in new forms of online learning. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/11343/207962.

Council of Science Editors:

O'Connor K. Remaking the university curriculum: what counts as knowledge in new forms of online learning. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/207962

University of Missouri – Columbia

8. Nagel, Terrie. Academic achievement and persistence in online self-paced courses.

Degree: 2016, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/62499

► This study focused on building achievement and persistence models of students enrolled in online self-paced courses using 11,829 AY 2014-15 records from the University of… (more)

Subjects/Keywords: MOOCs (Web-based instruction); Academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nagel, T. (2016). Academic achievement and persistence in online self-paced courses. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62499

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nagel, Terrie. “Academic achievement and persistence in online self-paced courses.” 2016. Thesis, University of Missouri – Columbia. Accessed March 08, 2021. http://hdl.handle.net/10355/62499.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nagel, Terrie. “Academic achievement and persistence in online self-paced courses.” 2016. Web. 08 Mar 2021.

Vancouver:

Nagel T. Academic achievement and persistence in online self-paced courses. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10355/62499.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nagel T. Academic achievement and persistence in online self-paced courses. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/62499

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

9. Amina, Tabassum. The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2018, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/102917

► Online education has become a popular tool for learning and it has gained incredible positive publicity with the emergence of Massive Open Online Courses (MOOCs).… (more)

▼ Online education has become a popular tool for learning and it has gained incredible positive publicity with the emergence of Massive Open Online Courses (MOOCs). Learning through MOOCs has gained momentum over the last few years as prestigious universities and their esteemed faculty members offer more and more courses online. Millions have enrolled in MOOCs and they come not only from developed countries but also many developing countries. India has the second highest enrollment in MOOCs globally. It is imperative to understand the MOOCs user population from developing countries and more specifically, from South Asian countries. MOOCs have been touted as a plausible solution to the developing world’s lack of access to quality higher education because anyone can access the information, as long as they have access to the Internet. However, there have been limited research focused on how MOOCs has changed access and quality of education for students in the Global South. The goal of this research was to understand, interpret and explain the expectations and experiences of the South Asian female learners who have enrolled in at least one MOOC. This study also examines how MOOCs have impacted their personal, academic, and professional lives. It was a qualitative study that incorporated three–phase data collection and triangulation of that data. The researcher’s observations from the MOOCs experience was a backdrop to the development of the data collection tools and the process of data gathering and data analysis. The use of three sources of data for analysis was one of the most significant aspects of this study as it showed how the incorporation of different data sources can provide a more holistic understanding of the online learners when data is collected through online means and there is no scope for in-person interaction or observations of informants. The study findings show that MOOCs have reached a population in developing countries who are self-motivated to learn but do not have access to the most modern and useful tools and resources in their country or educational institutions. The study also shows that MOOCs although have not been able to reach the people who do not have access to higher education, it has greatly impacted and influenced actions and decisions of South Asian female learners who have actively participated in MOOCs in the past. This study highlights the need to increase awareness of MOOCs platforms so that more self-motivated developing country learners with limited resources can access and learn from these extremely rich sources of knowledge and information. It also suggests that these learners can play the bridging role by internalizing the information from MOOCs and then becoming knowledge providers – by bringing the acquired knowledge to the learners in their own country who cannot directly benefit from MOOCs due to limited access to Internet and technology, inadequate computer skills and limited competency in English. Advisors/Committee Members: Cope, William (advisor), McCarthy, Cameron (Committee Chair), Bresler, Liora (committee member), Lindgren, Robb (committee member).

Subjects/Keywords: online learning; South Asia; MOOCs; higher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Amina, T. (2018). The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102917

Chicago Manual of Style (16^th Edition):

Amina, Tabassum. “The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 08, 2021. http://hdl.handle.net/2142/102917.

MLA Handbook (7^th Edition):

Amina, Tabassum. “The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS.” 2018. Web. 08 Mar 2021.

Vancouver:

Amina T. The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2142/102917.

Council of Science Editors:

Amina T. The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102917

University of Arizona

10. Hensley, Martin Brad. Academic Capitalism and Isomorphism in MOOC Course Offerings .

Degree: 2020, University of Arizona

URL: http://hdl.handle.net/10150/656745

► This study seeks to investigate curricular trends in MOOCs and institutional participation in the development of MOOC courses. The study is framed utilizing the theoretical… (more)

▼ This study seeks to investigate curricular trends in MOOCs and institutional participation in the development of MOOC courses. The study is framed utilizing the theoretical lenses of academic capitalism and isomorphism—particularly Riesman’s conceptualization of a “snake-like procession” of isomorphism in American higher education lead by “elite” colleges and universities. Using those lenses, the following hypotheses were created that informed the research methodology: 1) course offerings in MOOCs are becoming increasingly professionalized, so, over time, more career-skill oriented courses will be expected to be offered and 2) as time progresses, elite higher education institutions (HEIs) will decrease their participation MOOCs while non-elite HEIs will increase their participation in MOOC course development. Descriptive data, crosstabulations, and chi-square analysis provide a starting point of analysis while a series of multilevel logistic regressions provides a more robust understanding of curricular trends. The results of the study indicate that, overall, MOOC course offerings are increasingly professionalized. The findings indicated that all HEIs, as well as public, private, and non-elite HEIs were increasingly more likely to offered career-skill oriented courses as time progressed; elite HEIs and non-HEIs (i.e. corporations, nonprofit orgs, etc.) were not more likely to offer professionalized courses. Mixed evidence of isomorphism was found. Some evidence indicated that elite HEIs were decreasing their participation in MOOCs while non-elite HEIs were increasing theirs, adhering to Riesman’s theory; however, when looking at the professionalization of curriculum, it was evident that non-elite HEIs were leading the way, in contrast to Riesman’s theory. However, overall, HEIs—with the exception of elite HEIs—were increasing professionalization of MOOC course offerings. Advisors/Committee Members: Lee, Jenny J (advisor), Rhoades, Gary D. (committeemember), Salazar, Karina G. (committeemember).

Subjects/Keywords: Academic Capitalism; Higher Education; Isomorphism; MOOCs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hensley, M. B. (2020). Academic Capitalism and Isomorphism in MOOC Course Offerings . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/656745

Chicago Manual of Style (16^th Edition):

Hensley, Martin Brad. “Academic Capitalism and Isomorphism in MOOC Course Offerings .” 2020. Doctoral Dissertation, University of Arizona. Accessed March 08, 2021. http://hdl.handle.net/10150/656745.

MLA Handbook (7^th Edition):

Hensley, Martin Brad. “Academic Capitalism and Isomorphism in MOOC Course Offerings .” 2020. Web. 08 Mar 2021.

Vancouver:

Hensley MB. Academic Capitalism and Isomorphism in MOOC Course Offerings . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10150/656745.

Council of Science Editors:

Hensley MB. Academic Capitalism and Isomorphism in MOOC Course Offerings . [Doctoral Dissertation]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/656745

Macquarie University

11. Norman, Adrian. Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC.

Degree: 2017, Macquarie University

URL: http://hdl.handle.net/1959.14/1261416

►

Thesis by publication.

Bibliography: pages 305-323.

Chapter One. Background – Chapter Two. Theoretical framework & literature review – Chapter Three. Methodology – Chapter Four. Paper… (more)

▼

Thesis by publication.

Bibliography: pages 305-323.

Chapter One. Background – Chapter Two. Theoretical framework & literature review – Chapter Three. Methodology – Chapter Four. Paper 1. Who enrols in MOOCs? – Chapter Five. Paper 2. Learning and achievement in a MOOC – Chapter Six. Paper3. Topic experience and learning in a MOOC – Chapter Seven. Paper 4. Help-seeking in a MOOC – Chapter Eight. Conclusion – Consolidated list of references – Appendices.

The massive open online course, or MOOC, is a recent innovation in online learning. This new type of course has enabled millions of people worldwide to access content for free that had usually been restricted to fee-paying university students. Though there has been considerable research about the demographics of MOOC enrolees, their reasons for enrolling and their patterns of engagement, relatively little is known about how people actually learn in these environments. As MOOCs are predicted to continue to be a significant force for lifelong learning, it is important to understand how people learn in these environments, so MOOCs can better meet their needs. Also, understanding how people learn independently in online environments is growing in importance as universities increasingly require it of their students. Only through a detailed and nuanced understanding of how students learn online on their own can educators help them develop the necessary skills to succeed in their studies.

This study aimed to fill this research gap by using a social cognitive theoretical framework, which conceptualises human behaviour as the product of interlinked and reciprocally determining personal, behavioural and environmental factors, to investigate how people learned in a MOOC. Within this framework, the theoretical lens of self-regulation was used to study the internal and external factors that influenced learning. Two social cognitive constructs were also used to study aspects of motivation that are key influencers of learning: self-efficacy, which relates to a person’s confidence in their own ability to perform a task in a specific domain, and achievement goals, which describe how people orientate their learning goals in achievement contexts. Within this approach, this study aimed to provide detailed accounts of how people learned in their own contexts.

The research context for this investigation was Introduction to Biomedical Imaging, a 10-week MOOC provided by an Australian university. The research adopted a mixed-methods sequential-explanatory design, in which data was collected in separate quantitative and qualitative phases. Phase 1 involved the collection of data through an online survey; Phase 2, which was assigned priority in the design, was a multiple-case study with 10 case participants purposively sampled from volunteers who had completed the Phase 1 survey. Findings from both phases were then integrated to generate contextual accounts of how participants learned. Data was collected from multiple sources such as interviews, experience sampling,…

Advisors/Committee Members: Macquarie University. Department of Educational Studies.

Subjects/Keywords: MOOCs (Web-based instruction); Open learning; Independent study; MOOCs; self-regulated learning; self-efficacy; achievement goals; social cognitive theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Norman, A. (2017). Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1261416

Chicago Manual of Style (16^th Edition):

Norman, Adrian. “Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC.” 2017. Doctoral Dissertation, Macquarie University. Accessed March 08, 2021. http://hdl.handle.net/1959.14/1261416.

MLA Handbook (7^th Edition):

Norman, Adrian. “Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC.” 2017. Web. 08 Mar 2021.

Vancouver:

Norman A. Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1959.14/1261416.

Council of Science Editors:

Norman A. Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1261416

University of California – Berkeley

12. Hasser, Neil Ericson. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.

Degree: Education, 2017, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/68v894jx

► Curricular and demographic changes in our schools have created significant shifts in the instructional needs of our classrooms. Inservice professional development (PD) through Massive Open… (more)

Subjects/Keywords: Special education; Academic language; English language learners; MOOCs; professional development

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APA (6^th Edition):

Hasser, N. E. (2017). Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/68v894jx

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hasser, Neil Ericson. “Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.” 2017. Thesis, University of California – Berkeley. Accessed March 08, 2021. http://www.escholarship.org/uc/item/68v894jx.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hasser, Neil Ericson. “Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.” 2017. Web. 08 Mar 2021.

Vancouver:

Hasser NE. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/68v894jx.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hasser NE. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/68v894jx

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Saskatchewan

13. Olakanmi, Bunmi Fenwa 1982-. Adapting Collaborative Learning Tools to Support Group Peer Mentorship.

Degree: 2016, University of Saskatchewan

URL: http://hdl.handle.net/10388/7568

► Group peer mentorship is a relatively new addition to the area of collaborative learning. We see an untapped potential in supporting this model of mentorship… (more)

▼ Group peer mentorship is a relatively new addition to the area of collaborative learning. We see an untapped potential in supporting this model of mentorship with the existing collaborative learning tools like peer review and wiki. Therefore, we proposed to use a modified peer review system and a modified wiki system. From our preliminary studies using both peer review and wiki systems, we found that participants preferred the peer-review system to the wiki system in supporting them for mentorship. Therefore, this dissertation specifically addresses how to adapt the peer review system to support group peer mentorship. We proposed a modified peer review system, which comprises seven stages – initial submission of the first draft of the paper by the author, the review of author’s paper by peer reviewers, release of review feedback to the author, back-evaluation of their reviews by the authors, modification of the paper by the author, submission of the final paper and the final stage where both authors and reviewers provide an evaluation of the peer review process with respect to their learning, their perception of the helpfulness of the process, and their satisfaction with the process. We also proposed to use our group matching algorithm, based on some constraints and the principles of the Hungarian algorithm, to achieve a diversified grouping of peers for each peer review session. With these, we conducted six peer review studies with the graduate and undergraduate students at the University of Saskatchewan and teachers in Chile. This dissertation reports on the findings from these studies. We found that peer review, with some modifications, is a good tool to facilitate group peer mentorship. An evaluation of the performance of our group matching algorithm showed an improvement over three other algorithms, with respect to three metrics – knowledge gain of peers, time and space consumption of the algorithm. Finally, this dissertation also shows that wiki has the potential to support group peer mentorship, but needs further research. Advisors/Committee Members: Vassileva, Julita, MacCalla, Gord, Greer, Jim, Walker, Keith, McQuillan, Ian.

Subjects/Keywords: Mentorship; collaborative learning, peer review, wiki, group learning, moocs

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APA (6^th Edition):

Olakanmi, B. F. 1. (2016). Adapting Collaborative Learning Tools to Support Group Peer Mentorship. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Olakanmi, Bunmi Fenwa 1982-. “Adapting Collaborative Learning Tools to Support Group Peer Mentorship.” 2016. Thesis, University of Saskatchewan. Accessed March 08, 2021. http://hdl.handle.net/10388/7568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Olakanmi, Bunmi Fenwa 1982-. “Adapting Collaborative Learning Tools to Support Group Peer Mentorship.” 2016. Web. 08 Mar 2021.

Vancouver:

Olakanmi BF1. Adapting Collaborative Learning Tools to Support Group Peer Mentorship. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10388/7568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Olakanmi BF1. Adapting Collaborative Learning Tools to Support Group Peer Mentorship. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

14. Tang, Hengtao. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

► Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but… (more)

▼ Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but whether MOOCs will be able to fulfill their educational potential remains uncertain. Learning in MOOCs requires learners to self-regulate their learning process to accomplish their personal goals. Thus, more attention has been paid to investigating how self-regulated learning relates to learner performance in MOOCs. However, existing research has overlooked a person-centered analysis of the difference between online learners in implementing self-regulated learning strategies within MOOCs. Without understanding this difference, educators are unlikely to provide efficient self-regulative interventions relevant to each type of self-regulated learners. To fill this gap, this research applied learning analytics to explore learner profiles of how they performed self-regulated learning in MOOCs. Using K-means clustering analysis, this research revealed three different self-regulated learner profiles: all-around self-regulated learners, less reflective self-regulated learners, and control-oriented self-regulated learners. The subsequent analysis indicated that all-around self-regulated learners were more likely to outperform the other two clusters of learners in course performance, completion, and also forum contributions. In addition, using the comparative method, this research investigated the cultural influence on self-regulated learner profiles and proposed empirical implications for culturally adaptive support to help different types of self-regulated learners succeed in MOOCs. Furthermore, this study compared the profiles of self-regulated learners from the Confucian Heritage Cultural countries and the United States, but no significant difference was found in this aspect. In summary, this research is significant in filling the existing gap of the person-centered view of self-regulated learner profiles. The findings of this research may prove to be important in the effort to reinforce the success of MOOCs, by offering empirical implications on self-regulative intervention design and cultural adaptive support. Additional implications for educators and practitioners are provided at the end of this research. Advisors/Committee Members: Kyle Peck, Dissertation Advisor/Co-Advisor, Kyle Peck, Committee Chair/Co-Chair, Ladislaus Semali, Committee Member, Susan Mary Land, Committee Member, Wei-Fan Chen, Outside Member.

Subjects/Keywords: Self-regulated learning; Learning analytics; MOOCs; Culture; Comparative study

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APA (6^th Edition):

Tang, H. (2018). EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Web. 08 Mar 2021.

Vancouver:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

15. Zheng, Saijing. Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories .

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/28057

► Compared with traditional online courses, Massive Open Online Courses (MOOCs) are larger in scale, distributed worldwide, clear of financial barriers, and without geographic constraints. MOOCs… (more)

Subjects/Keywords: MOOCs; Massive Open Online Courses; Motivation; Perceptions; mix-method

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zheng, S. (2016). Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/28057

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zheng, Saijing. “Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories .” 2016. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/28057.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zheng, Saijing. “Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories .” 2016. Web. 08 Mar 2021.

Vancouver:

Zheng S. Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories . [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/28057.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zheng S. Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories . [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/28057

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

16. Freire, Fabian D. Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean.

Degree: 2019, Columbia University

URL: https://doi.org/10.7916/d8-qkrf-h911

► With the application of work-based learning theory and cultural historical activity theory (CHAT) via qualitative research methods, this study considered the reported learning experiences of… (more)

▼ With the application of work-based learning theory and cultural historical activity theory (CHAT) via qualitative research methods, this study considered the reported learning experiences of a group of multidisciplinary practitioners who employed the edX platform in the delivery of massive open online courses (MOOC) for Latin America and the Caribbean (LAC). This exploratory case study focused on a pioneering MOOC program, established in 2014 at the Hemispheric Development Fund (fictional organization name) for offering professional development opportunities to the LAC region. Using interviews, observation, and document analysis, it identified the kinds of knowledge, skills, or behaviors, as well as the multidisciplinary collaborations and organizational conditions that participants considered critical for the successful performance of their work activities. The study included 20 participants, divided evenly among 4 subject matter experts, 4 instructional designers, 4 media producers, 4 platform technicians, and 4 administrative assistants. The study was based on the premise that improving our understanding of the work activities and related learning experiences among participants may benefit the training of future practitioners and organizations interested in the multidisciplinary design of edX MOOCs for LAC and, thus, may contribute to the improved adoption of the edX MOOC platform for developing regions. Through the iterative modeling and analysis of activity systems, as well as illuminating the significant incidents and systemic tensions reported by participants as potential triggers for their learning, four key findings emerged: 1) The totality of participants described experiences of work-based learning as they engaged in activities of value production during the MOOC design cycle; 2) Developing practical knowledge in the preparation and administration of educational resources or learning activities, and mastering effective communication skills enabled participants to excel in the performance of their work activities; 3) The need for improving organizational processes was cited as the most essential contextual condition impacting participants’ work performance; and 4) A majority of participants expected future learning pressures at work in response to constant changes with the technological tools they employ for doing their jobs.

Subjects/Keywords: Adult education; Educational technology; Education; Education, Cooperative; MOOCs (Web-based instruction)

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APA (6^th Edition):

Freire, F. D. (2019). Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-qkrf-h911

Chicago Manual of Style (16^th Edition):

Freire, Fabian D. “Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean.” 2019. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/d8-qkrf-h911.

MLA Handbook (7^th Edition):

Freire, Fabian D. “Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean.” 2019. Web. 08 Mar 2021.

Vancouver:

Freire FD. Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/d8-qkrf-h911.

Council of Science Editors:

Freire FD. Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-qkrf-h911

Columbia University

17. Wang, Yuan. Demystifying Learner Success: Before, During, and After a Massive Open Online Course.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D84B3CQT

► Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The… (more)

▼ Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The development of technology and scale of online education considerably outpace efforts to evaluate and understand how well it is succeeding at improving outcomes. As a response and after reviewing current literature and relevant theories, in this dissertation, three research directions have been identified, as critical steps toward better understanding MOOC success: 1.How does a learner’s motivation influence their outcomes? 2. How does a learner’s motivation influence their performance and engagement within a MOOC? 3. How does a learner’s performance and engagement within the course influence their outcomes? Given these three research questions, three studies have been conducted to analyze both MOOC learner motivation and learning activities via taking into account learner data before, during, and after taking a MOOC. This research considers success at two stages: during the course itself (course completion), and the student’s post-course career development. The results of Study 1 showed that course completers tend to be more interested in the course content, whereas non-completers tend to be more interested in MOOCs as a type of learning experience. Learners who complete the course tend to have more self-efficacy for their ability to complete the course, from the beginning. Grit and goal orientation are associated with course completion, with grit predicting course completion independently from intention to complete, and with comparable strength. Study 2 investigated 5 behavioral thresholds in addition to just looking at course completion alone and looked into how each of the 5 types may link to the different motivational aspects included in the pre-course survey. The results indicated that emerging patterns unique to the MOOC environment could be related to various learning needs that require engagement with the course materials on varied levels. For example, skipping introductory videos might relate to learners intention of focusing on a sub-set of the course materials. Results of Study 3 showed that career advancers earn better scores and are more likely to complete the course. Career advancers also engaged more frequently with all key course components such as course pages, lecture videos, assignment submissions, and discussion forums. However, when further examining interaction behaviors within discussion forums, advancers tend to be forum lurkers who frequently read the forums but were less likely to post, comment, or vote. The results of these studies can increase our understanding of MOOC learner success and help inform a framework that evaluates a MOOC learner’s success in a comprehensive way.

Subjects/Keywords: Cognitive psychology; Education; Psychology; MOOCs (Web-based instruction); Learning, Psychology of

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APA (6^th Edition):

Wang, Y. (2017). Demystifying Learner Success: Before, During, and After a Massive Open Online Course. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D84B3CQT

Chicago Manual of Style (16^th Edition):

Wang, Yuan. “Demystifying Learner Success: Before, During, and After a Massive Open Online Course.” 2017. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/D84B3CQT.

MLA Handbook (7^th Edition):

Wang, Yuan. “Demystifying Learner Success: Before, During, and After a Massive Open Online Course.” 2017. Web. 08 Mar 2021.

Vancouver:

Wang Y. Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/D84B3CQT.

Council of Science Editors:

Wang Y. Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D84B3CQT

University of Bath

18. Al-Imarah, Ahmed. Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education.

Degree: PhD, 2019, University of Bath

URL: https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177

► Quality assurance is a common concern in a wide variety of organisations, and there is a large body of literature specific to quality management (including… (more)

▼ Quality assurance is a common concern in a wide variety of organisations, and there is a large body of literature specific to quality management (including quality assurance) in higher education. Literature from the wider field of management research is ambiguous with respect to the relationship between quality management and innovation, with some arguing that quality management supports innovation while others claiming it is a hindrance. This study focuses on the relationship between quality assurance and technological innovation in higher education, specifically the development of Massive Online Open Courses (MOOCs) at institutions in the United Kingdom. Using a multiple case study approach, it investigates the relationship between innovation and quality assurance in this context. In addition to formal quality assurance procedures, it also examines the role of organisational culture, a particularly important factor in universities. Analysis of interviews and documents shows that quality assurance doesn't support innovation; most universities use a lighter approach to the quality assurance of MOOCs that focuses on technical requirements rather than academic quality. Furthermore, the organisational culture of many universities focuses on the quality of conventional in-person courses, but less on new innovation like MOOCs. The particular characteristics of MOOCs (e.g. diverse learners, light content) make the application of existing quality assurance procedures difficult. Finally, analysis shows that the most relevant quality approach for MOOCs is a combination of the conventional approach to quality assurance in higher education and a new quality assurance approach that takes into consideration the characteristics and features of MOOCs. This research contributes to bridging gaps in the literature on technological innovation and provide unique insights into the relationship between quality management and innovation in higher education, which has not been well studied empirically. The research also contributes to establishing a clearer understanding of how organizational culture influences quality assurance in the context of sudden change and innovation. For practitioners, it aims to provide empirical evidence to the ongoing debates about MOOCs that seem to reflect limited knowledge and experience of these innovations, and aids the development of broader lessons about the quality assurance of MOOCs. It allows higher education institutions to understand the interplay and integration between conventional programmes and new educational technologies such as MOOCs. The findings of the study therefore provide suitable empirical evidence to support a cogent argument about the capabilities and qualifications of MOOCs in higher education with regard to quality assurance, further defining the role of MOOCs in higher education.

Subjects/Keywords: 658; Quality assurance; Higher education; Innovation; MOOCs; eLearning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Al-Imarah, A. (2019). Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177

Chicago Manual of Style (16^th Edition):

Al-Imarah, Ahmed. “Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education.” 2019. Doctoral Dissertation, University of Bath. Accessed March 08, 2021. https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177.

MLA Handbook (7^th Edition):

Al-Imarah, Ahmed. “Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education.” 2019. Web. 08 Mar 2021.

Vancouver:

Al-Imarah A. Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education. [Internet] [Doctoral dissertation]. University of Bath; 2019. [cited 2021 Mar 08]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177.

Council of Science Editors:

Al-Imarah A. Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education. [Doctoral Dissertation]. University of Bath; 2019. Available from: https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177

Hong Kong University of Science and Technology

19. Fu, Siwei CSE. Visual analytics of online communication.

Degree: 2018, Hong Kong University of Science and Technology

URL: http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html

► Increasing categories of electronic communication platforms, such as instant messaging, Email, forums, and the like, have facilitated communication and collaboration among people worldwide. A large… (more)

Subjects/Keywords: Visual analytics ; Online data processing ; MOOCs (Web-based instruction) ; Data processing

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APA (6^th Edition):

Fu, S. C. (2018). Visual analytics of online communication. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fu, Siwei CSE. “Visual analytics of online communication.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fu, Siwei CSE. “Visual analytics of online communication.” 2018. Web. 08 Mar 2021.

Vancouver:

Fu SC. Visual analytics of online communication. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fu SC. Visual analytics of online communication. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Hong Kong University of Science and Technology

20. Chen, Yuanzhe CSE. Visual analytics of temporal event data.

Degree: 2018, Hong Kong University of Science and Technology

URL: http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html

► Temporal event sequences are becoming increasingly important in many application domains such as website click streams, user interaction logs, electronic health records and car service… (more)

▼ Temporal event sequences are becoming increasingly important in many application domains such as website click streams, user interaction logs, electronic health records and car service records. However, a real-world dataset with a large number of event sequences of varying lengths is complex and difficult to analyze. Visual analytics has been proven as an effective approach to understanding such large amounts of data. For example, by visually highlighting the common behaviors of website click streams, usability issues and user behavior patterns can be identified to inform better designs of the interface. In this thesis, we follow the research in the area of event sequence visualization and report three works in developing visual analytics techniques for temporal event data from various application domains. In the first work, we propose a novel visualization technique based on the minimum description length (MDL) principle to construct a coarse-level overview of event sequence data while balancing the information loss in it. The method addresses a fundamental trade-off in visualization design: reducing visual clutter vs. increasing the information content in a visualization. The method enables simultaneous sequence clustering and pattern extraction and is highly tolerant to noises such as missing or additional events in the data. Based on this approach we propose a visual analytics framework with multiple levels-of-detail to facilitate interactive data exploration. We demonstrate the usability and effectiveness of our approach through case studies with two real-world datasets. One dataset showcases a new application domain for event sequence visualization, i.e., fault development path analysis in vehicles for predictive maintenance. We also discuss the strengths and limitations of the proposed method based on user feedback. The second work focus on the stage, that is, a frequently occurring subsequence in the dataset. We introduce a novel visualization technique to summarize event sequence data into a set of stage progression patterns. The resulting overview is more concise compared with event-level summarization and supports level-of-detail exploration. We further present a visual analytics system with four linked views, which are stage view, overview, tree view and sequences view to help users explore the data. We also present quantitative experimental results as well as case studies where the system is used in two different domains and discuss advantages and limitations of applying StageMap to various application scenarios. In the third work, we study the temporal event data related to a specific application domain, i.e., the web click streams in Massive Open Online Courses (MOOCs). To be more specific, we try to understand the dropout behavior in such data. To tackle this problem, we introduce a comprehensive visual analytics system which not only helps instructors and education experts understand the reasons for the dropout, but also allows researchers to identify crucial features which can further improve the…

Subjects/Keywords: Visual analytics ; Electronic data processing ; MOOCs (Web-based instruction) ; Data processing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chen, Y. C. (2018). Visual analytics of temporal event data. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chen, Yuanzhe CSE. “Visual analytics of temporal event data.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chen, Yuanzhe CSE. “Visual analytics of temporal event data.” 2018. Web. 08 Mar 2021.

Vancouver:

Chen YC. Visual analytics of temporal event data. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen YC. Visual analytics of temporal event data. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Xu, Xiaoji. Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs.

Degree: 2017, , Department of Software Engineering

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078

► Context. SE is a growing field in both academia and industry, online SE education becomes more and more prevalent recent years. Massive Open Online… (more)

▼ Context. SE is a growing field in both academia and industry, online SE education becomes more and more prevalent recent years. Massive Open Online Courses, as an emerging type of open educational resource, provide SE courses a much wider development space. But on the other hand, MOOCs limit SE courses because its low completion rate. Game elements are used to address this issue, but the impact of game elements on completion rate of specific MOOCs and SE courses in MOOCs are not clear. It is necessary to find whether and how game elements could help students finish SE courses. Explore the method and idea of improving SE courses in MOOCs through game elements. Objectives. In this study authors investigate what game elements are applied in SE courses in MOOCs platforms, evaluate the impact of MOOCs game elements on SE courses completion situation. Based on the analysis and summary of the data and result, propose suggestion to improve SE courses. Methods. Authors conduct a systematic literature to find the game elements used in SE courses in MOOCs. Conducting the survey to get the data of the MOOCs game elements on completion situation in general and data of survey is analyzed by mathematical statistics. The interview is used to find how the game elements of MOOC and SE education simulation impact on learning SE courses on MOOCs by inductive content analysis. Results. In systematic literature review, 23 studies are selected from 358 papers of six databases. Forty-one responses of questionnaires are received and twenty interviewees take part in this study. Authors find that game elements have been applied in MOOCs in various ways and research results about effort of game elements are positive. In this study, the results of analyzing the received data in survey show that there is no significant impact of game elements on course completion rate. The interview shows that specific game element is necessary for students finishing their courses and some game elements are not well designed in students’ perspective. Two specific suggestions to improve SE courses are proposed according to survey and interview result. Conclusions. This research collects data through SLR, survey and interview, and evaluates the impact of game elements on SE course completion situation through analysis, comparison and summary. The result is helpful to people who design and develop the game elements in MOOCs platform. Focusing on the character of SE education and SE courses, some suggestion of designing and modifying the game elements are provided. This enables the game elements designer to target designing and arranging game elements better.

Subjects/Keywords: MOOCs; Completion rate; SE courses; Game element; Software Engineering; Programvaruteknik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Xu, X. (2017). Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs. (Thesis). , Department of Software Engineering. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Xu, Xiaoji. “Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs.” 2017. Thesis, , Department of Software Engineering. Accessed March 08, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Xu, Xiaoji. “Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs.” 2017. Web. 08 Mar 2021.

Vancouver:

Xu X. Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs. [Internet] [Thesis]. , Department of Software Engineering; 2017. [cited 2021 Mar 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Xu X. Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs. [Thesis]. , Department of Software Engineering; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

East Carolina University

22. Newton, Rochelle. Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?.

Degree: EdD, EDD-Educational Leadership, 2016, East Carolina University

URL: http://hdl.handle.net/10342/6040

► With the increase in the cost of an education and the flat employment rate, many institutions and students are looking to online learning to solve… (more)

▼ With the increase in the cost of an education and the flat employment rate, many institutions and students are looking to online learning to solve this academic dilemma. Online education is thought to be a low-cost academic alternative to brick and mortar courses. Massive Open Online Courses (MOOCs) goals include issues of equity in higher education, the rising costs of a college education, and funding concerns. MOOCs can be taken from anywhere as long as the participant has a computer and access to the Internet is available. Also, traditional MOOCs do not require any financial commitment and do not have academic prerequisites or an admissions process. Completion rates among learners taking MOOCs are low, begging the question of whether they actually address matters of escalating college costs and higher education equity. The purpose of this study is to explore whether academic readiness in the context of the likelihood the learner completing the course. This study focuses on one component of the many factors in MOOCs - the likelihood of course completion and academic readiness. Academic readiness in MOOCs is not a requirement, but a component that may determine whether a learner has the tools needed to complete a MOOC. Academic readiness suggests a level of knowledge and cognitive abilities necessary to understand the course content and to navigate the course technologically. Theories addressing structural elements within MOOCs include Clow's funnel of participation, behaviorism, and constructivism. Of these theories, constructivism provides the theoretical framework for understanding learners' abilities and willingness to learn in the study. This quantitative study attempts to evaluate the likelihood of course completion and the factors that may influence these outcomes using secondary data from Duke's MOOC pre- and post-course surveys. Logistic regression analysis with the dependent variable (a learner completes a Duke's MOOCs) and the independent variables (academic readiness and its factors – college degree; age; race; gender; previous experience with course subject, course level – beginner, intermediate; or advanced; and STEM or non-STEM) will be used to estimate the likelihood that these variables will encourage learners to complete MOOCs or understand why learners do not. Advisors/Committee Members: Chambers, Crystal ReneÌ�e (advisor).

Subjects/Keywords: academic factors; MOOCs (Web-based instruction); Students – Attitudes; Web-based instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Newton, R. (2016). Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6040

Chicago Manual of Style (16^th Edition):

Newton, Rochelle. “Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?.” 2016. Doctoral Dissertation, East Carolina University. Accessed March 08, 2021. http://hdl.handle.net/10342/6040.

MLA Handbook (7^th Edition):

Newton, Rochelle. “Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?.” 2016. Web. 08 Mar 2021.

Vancouver:

Newton R. Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?. [Internet] [Doctoral dissertation]. East Carolina University; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10342/6040.

Council of Science Editors:

Newton R. Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?. [Doctoral Dissertation]. East Carolina University; 2016. Available from: http://hdl.handle.net/10342/6040

UCLA

23. Nickerson, Claire Elizabeth. Library Support for Massive Open Online Courseware.

Degree: Information Studies, 2015, UCLA

URL: http://www.escholarship.org/uc/item/2sw65753

► MOOCs—an online successor to older forms of distance education, such as correspondence courses, radio for education, and educational television—entered the higher education scene around 2011-2012… (more)

Subjects/Keywords: Library science; Information science; Educational technology; Academic Libraries; Coursera; Distance Education; EdX; MOOCs; Open Access

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nickerson, C. E. (2015). Library Support for Massive Open Online Courseware. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2sw65753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nickerson, Claire Elizabeth. “Library Support for Massive Open Online Courseware.” 2015. Thesis, UCLA. Accessed March 08, 2021. http://www.escholarship.org/uc/item/2sw65753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nickerson, Claire Elizabeth. “Library Support for Massive Open Online Courseware.” 2015. Web. 08 Mar 2021.

Vancouver:

Nickerson CE. Library Support for Massive Open Online Courseware. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/2sw65753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nickerson CE. Library Support for Massive Open Online Courseware. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/2sw65753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Irvine

24. Jiang, Suhang. Cultural Values and Cross-National Differences in Educational Choices and Performance.

Degree: Education, 2018, University of California – Irvine

URL: http://www.escholarship.org/uc/item/7ch1f181

► This dissertation explores how country-level cultural values are associated with gender differences in the enrollment in and completion of science, technology, engineering, and mathematics (STEM)… (more)

▼ This dissertation explores how country-level cultural values are associated with gender differences in the enrollment in and completion of science, technology, engineering, and mathematics (STEM) Massive Open Online Courses (MOOC), national achievement in mathematics and science, and students’ science achievement. Study 1 explored how gender-equal culture and economic development moderate the gender differences in STEM MOOC enrollment and completion across countries. This study provides evidence supporting MOOC democratization. Using multilevel logistic regression on the HarvardX-MITx Person-Course de-identified dataset, this study found that while females were less likely than males to enroll in STEM MOOCs, they were equally likely to complete them. Further, a higher probability to enroll in STEM MOOCs and smaller gender gaps in STEM MOOC enrollment and completion were found in less gender-equal and less economically developed countries.Study 2 investigated the relationship between cultural values and national achievement in mathematics and science. Using cluster analysis and Analysis of Covariance (ANCOVA) on the Programme for International Student Assessment (PISA) 2015 and World Value Survey (WVS) wave 6 datasets, study 2 found that country-level valuing science and technology and thriftiness were positively associated with while worrying about the availability of education and trying to make parents proud were negatively associated with national achievement in mathematics and science. Four cultural value profiles were identified and the highest achieving cultural value profile was high in valuing science and technology and thriftiness, low in trying to make parents proud, and about average in worrying about the availability of education.Study 3 explored the relationship between country-level cultural value profiles, gender, self-concept of science ability, utility value of science, and individual student’s science achievement. Using Hierarchical Linear Modeling (HLM) on TIMSS 2015 8th grade and WVS wave 6 datasets, study 3 found that country-level cultural value profile was significantly associated with individual student’s science achievement and country profile moderated gender differences in students’ science achievement, females and males performed equally well in science, and self-concept of science ability and utility value of science are positively associated with students’ science achievement.

Subjects/Keywords: Education; Cross-national Comparison; Cultural Values; Educational Achievement; Gender Difference; MOOCs; STEM

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APA (6^th Edition):

Jiang, S. (2018). Cultural Values and Cross-National Differences in Educational Choices and Performance. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/7ch1f181

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jiang, Suhang. “Cultural Values and Cross-National Differences in Educational Choices and Performance.” 2018. Thesis, University of California – Irvine. Accessed March 08, 2021. http://www.escholarship.org/uc/item/7ch1f181.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jiang, Suhang. “Cultural Values and Cross-National Differences in Educational Choices and Performance.” 2018. Web. 08 Mar 2021.

Vancouver:

Jiang S. Cultural Values and Cross-National Differences in Educational Choices and Performance. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/7ch1f181.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jiang S. Cultural Values and Cross-National Differences in Educational Choices and Performance. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/7ch1f181

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University

25. Le, Hong. Interactive Computer Science Exercises In edX.

Degree: MS, Computer Science, 2016, San Jose State University

URL: https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473

► This project focuses on improving online learning courses for Computer Science. My approach is to create a platform in which interactive exercises can be… (more)

Subjects/Keywords: Learning Management System MOOCs interactive computer exercises; Other Computer Sciences; Software Engineering

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Le, H. (2016). Interactive Computer Science Exercises In edX. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473

Chicago Manual of Style (16^th Edition):

Le, Hong. “Interactive Computer Science Exercises In edX.” 2016. Masters Thesis, San Jose State University. Accessed March 08, 2021. https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473.

MLA Handbook (7^th Edition):

Le, Hong. “Interactive Computer Science Exercises In edX.” 2016. Web. 08 Mar 2021.

Vancouver:

Le H. Interactive Computer Science Exercises In edX. [Internet] [Masters thesis]. San Jose State University; 2016. [cited 2021 Mar 08]. Available from: https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473.

Council of Science Editors:

Le H. Interactive Computer Science Exercises In edX. [Masters Thesis]. San Jose State University; 2016. Available from: https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473

University of North Texas

26. Crosslin, Matthew Blake. Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc849703/

► Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods… (more)

Subjects/Keywords: personalized learning; open learning; MOOCs; learning pathways; connectivism; Education, Technology; Education, Philosophy of; Education, Higher

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crosslin, M. B. (2016). Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849703/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crosslin, Matthew Blake. “Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning.” 2016. Thesis, University of North Texas. Accessed March 08, 2021. https://digital.library.unt.edu/ark:/67531/metadc849703/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crosslin, Matthew Blake. “Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning.” 2016. Web. 08 Mar 2021.

Vancouver:

Crosslin MB. Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Mar 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849703/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crosslin MB. Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849703/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Gebre-Medhin, Benjamin Hidru. Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education.

Degree: Sociology, 2018, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/9g3223sb

► In the early 2000s a small handful of computer science and artificial intelligence researchers stitched together a platform to teach undergraduate computer science courses to… (more)

▼ In the early 2000s a small handful of computer science and artificial intelligence researchers stitched together a platform to teach undergraduate computer science courses to tens of thousands of students simultaneously. These course, which became known as MOOCs (Massive Open Online Courses) instigated a wave of debate about the future of higher education, as well as a series of reforms at campuses across the country. This dissertation analyzes why this moment materialized in 2012, and how three elite universities at its center crafted organizational strategies in response. Using field theory and literature on academic capitalism, this dissertation will argue that MOOCs were a recent flashpoint in the increasing competition over leadership in academic computer science that is collapsing historical distinctions between arts and science universities and applied science schools. Part I analyzes the origins of the MOOC movement and charts changes in frames within the field using LDA topic modeling to show that online higher education moved from the periphery of the field of higher education to its center in the early 2010s. Part II leverages 45 primary interviews with leaders of three campuses most closely associated with the MOOC movement: Stanford, MIT, and Harvard. The analysis shows that Stanford administrators responded to unanticipated and provocative actions from entrepreneurial faculty members with the creation of a for-profit MOOC spin-off. While these actions conformed to theories of academic capitalism, the ultimate diffusion of MOOCs across the country led universities in Cambridge to reject profit as a central consideration in their strategic response, demonstrating that academic capitalism is not necessarily contagious. This dissertation argues that the tools of field theory provide insight into competition over the future of higher education which is contested along multiple simultaneous dimensions. Rather than competition over revenue, MOOCs represented intensification of overlap in the field of higher education between tradition arts and science based incumbents, and newly ascendant universities more closely associated with applied science and engineering.

Subjects/Keywords: Organization theory; Educational sociology; Organizational behavior; Education; Fields; MOOCs; Organizations; Technology; Universities

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APA (6^th Edition):

Gebre-Medhin, B. H. (2018). Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9g3223sb

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gebre-Medhin, Benjamin Hidru. “Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education.” 2018. Thesis, University of California – Berkeley. Accessed March 08, 2021. http://www.escholarship.org/uc/item/9g3223sb.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gebre-Medhin, Benjamin Hidru. “Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education.” 2018. Web. 08 Mar 2021.

Vancouver:

Gebre-Medhin BH. Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/9g3223sb.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gebre-Medhin BH. Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/9g3223sb

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Teplechuk, Evgenia. Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/7536

► Over the past decade there has been a significant change in societal adaptation to Internet technologies, advances in accessibility to the Internet and cheaper computer… (more)

▼ Over the past decade there has been a significant change in societal adaptation to Internet technologies, advances in accessibility to the Internet and cheaper computer platforms. The combination of these factors and the emerging need for a new type of agile, entrepreneurial learners, led to a serious consideration of the new online educational trend – Massive Open Online Courses -‐ free, open-‐access online courses with no constraints on the class size. MOOCs represent a possible shift in the way in which higher education is delivered. Just as online retailing has forced traditional high-‐street retailers to respond, traditional higher education institutions should respond to the ‘threat’ posed by MOOCs. A unique research opportunity has arisen to benefit from gathering invaluable intelligence about the prototype MOOCs and early implementations of such in Universities to evaluate the emergent model and sustainable practices within institutions. The University of Edinburgh pilot MOOC project evaluated in this dissertation entailed offering 6 high-‐quality MOOCs in various subjects lasting several weeks each for the first time in the UK in 2013. This dissertation focuses on learning about the groups of people interested in providing and teaching a MOOC. This research uncovers the needs and behavioural dynamics of the providers of the first MOOCs, and determines the implications for institutions providing MOOCs. While it is evident that business models are under-‐developed for MOOCs, and mechanisms for economic and financial sustainability are unclear, particular recommendations for institutions facilitating or considering MOOCs can be drawn. Within the constraints of traditional Universities caused by organisational characteristics and the nature of academic activities, the heavy commitment of a MOOC requires institutional adaptation, alongside the perceived substantial benefits of engaging in mass education. For that reason it is critical to recognise the cost-‐benefit process within the MOOC value network and for departments to consider organisational, cultural and structural challenges, instructor service expectations and effort recognition Advisors/Committee Members: Pollock, Neil.

Subjects/Keywords: MOOCs; Massive Open Online Courses

…Since its creation in 2008 MOOCs evolved into two different… …presentations, short quizzes and testing. MOOCs are time-‐controlled… …2012). Most 2 MOOCs are described as a very technology… …sharing is key. Delivered since 2008, only now are MOOCs… …understanding of MOOCs, one examines the development of educational…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Teplechuk, E. (2013). Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Teplechuk, Evgenia. “Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.” 2013. Thesis, University of Edinburgh. Accessed March 08, 2021. http://hdl.handle.net/1842/7536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Teplechuk, Evgenia. “Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.” 2013. Web. 08 Mar 2021.

Vancouver:

Teplechuk E. Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1842/7536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Teplechuk E. Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/7536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

29. Tryon, Howard Dale. Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics.

Degree: 2018, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/1949

► 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… (more)

Subjects/Keywords: MOOCs (Web-based instruction); Bible – Study and teaching; Bible – Hermeneutics; Christianity; Educational Technology; Religion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tryon, H. D. (2018). Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1949

Chicago Manual of Style (16^th Edition):

Tryon, Howard Dale. “Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics.” 2018. Doctoral Dissertation, Liberty University. Accessed March 08, 2021. https://digitalcommons.liberty.edu/doctoral/1949.

MLA Handbook (7^th Edition):

Tryon, Howard Dale. “Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics.” 2018. Web. 08 Mar 2021.

Vancouver:

Tryon HD. Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2021 Mar 08]. Available from: https://digitalcommons.liberty.edu/doctoral/1949.

Council of Science Editors:

Tryon HD. Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1949

Columbia University

30. Pheatt, Lara. The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8WD4BV3

► Disruptive innovations are used to lower costs and augment access to high-quality, affordable higher education, but little systematic research is available on the topic. Higher… (more)

▼ Disruptive innovations are used to lower costs and augment access to high-quality, affordable higher education, but little systematic research is available on the topic. Higher education institutions use disruptive innovations to save students time and money. To understand the process of disruptive innovation, I investigated the rapid diffusion of Massive Open Online Courses (MOOCs), which are free or low-cost college courses available online. Specifically, I examined the drivers of disruptive innovation over time and by institution type, and augmented the existing theory on the diffusion of disruptive innovation in higher education. The key for this systematic study was to have a dataset that encompassed a large sample of adopters and non-adopters. I constructed a new dataset merging 4 years of IPEDS data with MOOC data (n = 1,470). Analytically, I used competing drivers of institutional change, specifically prestige-seeking versus economic competition, to investigate rate and drivers of adoption, how drivers varied over time, and which institutions were most and least likely to innovate. I employed time-series inferential statistics, specifically discrete time hazard modeling (DTHM), and latent class analysis (LCA), as well as descriptive statistics. Three research questions guided this dissertation. 1. When is MOOC adoption most likely? How does prestige-seeking behavior compared to economic competition influence the adoption of MOOCs? 2. Does partnership with a for-profit versus nonprofit provider differ by prestige-seeking behavior or economic competition? Do these partnerships change over time? 3. To what extent does a typology of institutional innovators based on prestige-seeking behavior and economic competition exist? To what extent does this typology of innovators relate to MOOC adoption? How does the adoption of innovation by institutional subgroup vary over time? The findings suggested that rate of adoption, at its height, was a little over 3% in academic year 2013, 2 years after the launch of MOOCs. Both prestige-seeking behavior and economic competition were important predictors of innovation, although institutions most likely to innovate were very prestigious and strategic about the markets they chose for competition. Specifically, the most likely adopters of disruptive innovation were highly competitive in distance education and in pursuing private grants and contracts from industry, but often did not cut costs (e.g., replacing full-time faculty with adjuncts or expanding managerial capacity) to streamline affairs on campus or manage market expansion. By contrast, institutions that did not innovate often exhibited the opposite characteristics. Finally, because the first two results suggested different adopters, I found five different types of institutional innovators (Accelerators, Wealth Managers, Pragmatists, Opportunists, and Laggards). Approximately 15% of colleges were Accelerators (primed to be disruptive innovators), while the rest were…

Subjects/Keywords: Education and state; School management and organization; Educational technology; MOOCs (Web-based instruction)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pheatt, L. (2017). The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WD4BV3

Chicago Manual of Style (16^th Edition):

Pheatt, Lara. “The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education.” 2017. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/D8WD4BV3.

MLA Handbook (7^th Edition):

Pheatt, Lara. “The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education.” 2017. Web. 08 Mar 2021.

Vancouver:

Pheatt L. The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/D8WD4BV3.

Council of Science Editors:

Pheatt L. The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8WD4BV3

Open Access Theses and Dissertations