This document summarizes data from Johns Hopkins Bloomberg School of Public Health's experience offering massive open online courses (MOOCs) on the Coursera platform. Some key findings include:
- Over 250,000 students enrolled across the first set of 8 MOOCs, with over 17,000 earning statements of achievement.
- The majority of students intended to just watch videos of interest rather than complete assignments. Of those who intended to earn statements of achievement, only 8% actually did.
- The top motivations for students enrolling were that the courses would be enjoyable, teach career skills, and relate to their academic field.
- Around 8-21% of students submitted assignments or participated in
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Presented at the Sixth TCU International e-Learning Conference 2015 (IEC2015): Global Trends in Digital Learning in Bangkok, Thailand, 20-21 July 2015.
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Open Educational Resources Impact in Community CollegesRobert Farrow
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What to consider when designing and implementing online and distance learning in higher education. Invited Paper presented at Chiang Mai University's eLearning Conference, 25-26 July, 2016
How are students engaging with lecture recordings as a study resource?RichardM_Walker
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Presented at the Sixth TCU International e-Learning Conference 2015 (IEC2015): Global Trends in Digital Learning in Bangkok, Thailand, 20-21 July 2015.
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
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More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
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Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
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Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Vietnam is the one of the hottest country in term of IT offshore. We had taken a look at the facilities of universities in Vietnam to see how IT has been used, as well as collecting the information from the students
Is online education "as good as" traditional education good enough? Is recording and streaming lectures a quality experience for online students? The author presents a vision for using the move to online education as an opportunity to transform education - both online and on campus. Practical tips are provided.
Presentation of Sandra Lovrenčić, for EDEN's European Online and Distance Learning Week on 'Student Voice on the Opportunities and Benefits of Online and Distance Education during the Pandemic' - Thursday, November 4, 2021, 13:00-14:00
More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Vietnam is the one of the hottest country in term of IT offshore. We had taken a look at the facilities of universities in Vietnam to see how IT has been used, as well as collecting the information from the students
Is online education "as good as" traditional education good enough? Is recording and streaming lectures a quality experience for online students? The author presents a vision for using the move to online education as an opportunity to transform education - both online and on campus. Practical tips are provided.
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10.30-11.00 Welcome and Coffee
11.00-11.30 Lightning presentations by participants, outlining insights about learning gains
1130-1300 Insights from the ABC-Learning Gains project
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Prof Bart Rienties & Dr Jekaterina Rogaten (OU): Are assessment scores good proxies of estimating learning gains: a large-scale study amongst humanities and science students
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Dr Ian Scott (Oxford Brookes) & Dr Simon Lygo-Baker (OU): Making sense of learning trajectories: a qualitative perspective
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Student Dashboard - Lessons Learned
Covering:
Why NTU is interested in Learning Analytics
Solutionpath's StREAM resource
Research from the Student Dashboard
NBS's experience of embedding the Dashboard into working practice
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
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Inside MOOCs: Student Expectations and Achievement #aln13
1. Inside MOOCs: Student Expectations and Achievement
Clark Shah-Nelson,
Sr. Instructional Designer
Center for Teaching and Learning
cshahne@jhsph.edu
Sukon Kanchanaraksa,
Director
Center for Teaching and Learning
skanchan@jhsph.edu
http://tinyurl.com/insidemoocs-aln13
2. Johns Hopkins Bloomberg School of Public Health
Founded: 1916
Graduate School
Students: 2164 from 87 nations
Faculty: 619 FT; 785 PT
Research: on-going in more than 130 countries
First institution of its kind worldwide
Largest school of public health in the world
Receives 20 percent of all grants and contracts awarded to the 50 accredited U.S. schools of public health
Ranked No. 1 by U.S. News & World Report since 1994
5. JHSPH OCW
As an important component of the School’s mission, JHSPH publishes the materials used in
the teaching of actual courses freely and openly available on the Web. (Since 2005)
Creative Commons license is used with the conditions – attribution, non-commercial and
share alike. (creativecommons.org)
No permission is needed. We encourage students, educators, and public health
practitioners to use OCW content.
6. JHSPH OCW
Content from 112 academic courses, trainings, and symposia is published on JHSPH OCW.
In the past 5 years (Oct 28, 2009 – Oct 27, 2013)
- 1.36 million visits
- 1 million unique visitors
China is the country with the third most visits (after US and India)
- 48,358 visits
- 41,150 unique visitors
7. JHSPH OCW -> Coursera
2012: CTL Looking to make OCW more interactive, started discussion OCW+
Began relationship with Coursera – moved rapidly to prepare first round of courses
Groundwork in place:
intellectual property & copyright
instructors on board
openness culture
faculty with online teaching experience
existing online course development/instructional design/OCW infrastructure
8. Coursera First Run: Total Enrolled Students
Course
Instructor
Enrolled Students
Bio Statistics
Brian Caffo
16,872
Computing for Data Analysis
Roger Peng
55,558
Community Change
Bill Brieger
15,386
Data Analysis
Jeff Leek
101,747
Food Systems
Bob Lawrence, Keeve Nachman
17,164
Obesity Economics
Kevin Frick
23,410
Health For All
Henry Perry
13,145
Vaccine Trials
Karen Charron, Amber Cox
11,546
Total Students
254,828
9. Coursera First Run: Statements of Achievement (SOA)
Bio
Sta(s(cs
Comp
Data
Community
Change
Data
Analysis
Total
Students
Enrolled
16,872
55,558
15,386
101,747
17,164
23,410
13,145
11,546
Total
SOA
749
3,940
768
4,260
2,556
1,908
1,033
1,865
Percent
4%
7%
5%
4%
15%
8%
8%
16%
SOA = Statement of Achievement
Food
Obesity
Health
Vaccine
Systems
Economics
For
All
Trials
10. The Data
•
Surveys administered at opening/closing of course
•
Multiple surveys with same email address
•
Used “conditional formatting” in Excel to identify entries
•
Color coded surveys to indicate properties of duplicate entries
• Looked at time between entries, number of entries and number of differences
•
Kept first entry to capture participants’ initial reaction
•
Sorted out entries after the first survey submission
11. The Survey Data
Total Students: 254, 828
Aggregate
of
all
courses
Total
Students
earned
an
SOA
Total
Students
who
submiNed
Pre-‐Survey
Total
Students
who
submiNed
Post-‐Survey
Total
Students
who
submiNed
both
surveys
Percent
17079
6.70%
53459
21.00%
10046
3.90%
4695
1.80%
12. How do students intend to participate in our MOOCs?
Pre-Survey Intentions Response
87.90%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
9.50%
Watch all
videos
2.40%
Watch videos
of interest
0.20%
Watch all No Response
videos,
complete
assignment &
earn SOA
13. Poll on Intent and Achievement 1:
http://www.polleverywhere.com/multiple_choice_polls/yLOHh2ekLAqG6DT
http://pollev.com/aln13 TXT code to 37607
14. Of those who intended to earn an SOA, how many did?
Students Who Intended to Earn an SOA
8%
Earned SOA
Didn't Earn SOA
92%
15. Poll on Intent and Achievement 2:
http://www.polleverywhere.com/multiple_choice_polls/B9EdfZbRhXp15w6
http://pollev.com/aln13 TXT code to 37607
16. Of those who did NOT intend to earn an SOA, how many did?
Students Who Didn't Intend to earn an SOA
31%
Earned SOA
Didn't earn SOA
69%
17. What are some of the factors motivating student participation in our
MOOCs?
Why Students Enrolled
40.00%
35.00%
30.00%
Very Important
25.00%
Quite Important
20.00%
Moderately important
15.00%
Slightly important
10.00%
Not important
5.00%
No Response
0.00%
Academic
Job/Career
Field Relevant
Skills
Earn a
Credential
Prestigious
University
Fun and
Enjoyable
Curiousity
about online
courses
18. What are some of the factors motivating student participation in our
MOOCs?
●
Top 3 reasons for enrollment:
●
●
The course will be enjoyable and fun
●
●
The course teaches skills to help participant’s career
The course is directly related to the participant’s academic field of study
One Exception: Obesity Economics Top 3 Reasons
●
The course will be enjoyable and fun
●
The participant is curious about what it is like to take an online course
●
The course teaches skills to help participant’s career
19. How many students submitted one or all assignments?
Total Students in 7 courses: 153,081
Aggregate
of
7
courses
Percentage
SOA's
earned
12822
8.40%
Students
submiNed
all
required
assignments
13321
8.70%
SubmiNed
at
least
one
assignment
32653
21.30%
*Data Analysis omitted
20. Forum Participation and SOA’s
ParScipated
at
least
once
in
forum
ParScipated
at
least
once
in
forum
&
earned
SOA
ParScipated
in
Forum
&
didn't
earn
SOA
Didn't
parScipate
in
forum
&
earned
SOA
Percent
of
Aggregate
across
total
students
5
courses
enrolled
6062
3.80%
2935
1.80%
3125
2.00%
5827
3.70%
Total Students: 158,988
48% of students who
participated in the forums
earned an SOA
52% of students who
participated in the forums
did not earn an SOA
21. More information
White paper:
“Massive Open Online Courses in Public Health” in Frontiers in Public Health
http://tinyurl.com/moocs-in-ph-provisional
Gooding I, Klaas B, Yager JD and Kanchanaraksa S(2013) Massive Open Online Courses in
Public Health. 1:59. doi:10.3389/fpubh.2013.00059
http://www.frontiersin.org/Journal/Abstract.aspx?s=503& name=public%20health
%20education%20and%20promotion& ART_DOI=10.3389/fpubh.2013.00059
22. “Funnel of Participation” – 9 JHSPH MOOCs
Gooding I, Klaas B, Yager JD and Kanchanaraksa S(2013) Massive Open Online Courses in Public Health. 1:59. doi:10.3389/fpubh.2013.00059
23. “Funnel of Participation” 9 JHSPH MOOCs with Peer Assessments
Gooding I, Klaas B, Yager JD and Kanchanaraksa S(2013) Massive Open Online Courses in Public Health. 1:59. doi:10.3389/fpubh.2013.00059
24. Gooding I, Klaas B, Yager JD and Kanchanaraksa S(2013) Massive Open Online Courses in Public Health. 1:59. doi:10.3389/fpubh.2013.00059
25. How valuable were each of the following factors in helping students
complete the course?
Total Students:
7,206
Interaction with Professor
Related personal background and
experience
No Response
Appropriate length of course
Strongly disagree
Disagree
Appropriate difficulty level
Neutral
Sustained engagement with videos
Agree
Strongly agree
Interaction with others
Regular Assessment Deadlines
0.00%
10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
26. How satisfied were students with various aspects of the course?
Total Students:
7,206
60%
50%
40%
30%
Strongly agree
20%
Agree
10%
Neutral
Disagree
0%
I am
Course
Want to Found this
happy with materials
take a
course
what I
presented
more
personally
learned
in
advanced fulfilling
engaging
course
manner
Learned
Will use
what I was what I
hoping to learned in
learn in this course
this course in my job
Strongly disagree
No Response
27. What would have made students more likely to complete the course?
Total Students:
2,797
More Direct Access with Instructor
Make Course Length Shorter
No Response
Credential More Valuable
Strongly disagree
Disagree
Make Course Material More Difficult
Neutral
Agree
Make Course Material Easier
Strongly agree
Reduce Time Commitment
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
28. Did they find the course useful, even if they didn't complete it?
Total Students:
2,797
Relevant to Job
No Response
Met Learning Expectations
Strongly
disagree
Personally Fulfilling
Disagree
Desire to take a more advanced
course
Neutral
Course Materials Engaging
Agree
Happy with what I learned
Strongly agree
0%
5%
10% 15% 20% 25% 30% 35% 40% 45% 50%
29. Enrollment in MOOCs
Updated: October 31, 2013
*Total enrollment includes enrollment in planned, in-progress, and completed offerings.
30. Updated SOA Numbers through 3 Offerings
Course
1st
Training
&
Learning
Programs
for
Volunteer
CHWs
Saving
Lives
Millions
at
a
Time
2nd
SOA
%
3rd
SOA
%
8,685
8,552
MathemaScal
BiostaSsScs
Bootcamp
2
%
7,194
7,122
Design
&
InterpretaSon
of
Clinical
Trials
StaSsScal
Analysis
of
fMRI
SOA
8,514
StaSsScal
Reasoning
for
Public
Health
10,393
Major
Depression
in
the
PopulaSon
16,406
IntroducSon
to
the
US
Food
System
17,164
2,556
14.89%
4,171
Case-‐Based
IntroducSon
to
BiostaSsScs
19,631
2,712
13.81%
2,249
Vaccine
Trials:
Methods
and
Best
PracSces
11,546
1,868
16.18%
9,471
1,033
10.91%
Health
for
All
Through
Primary
Health
Care
13,145
1,033
7.86%
12,706
718
5.65%
7,532
436
5.79%
Principles
of
Obesity
Economics
23,193
1,908
8.23%
6,355
MathemaScal
BiostaSsScs
Bootcamp
1
16,398
749
4.57%
22,153
1,427
6.44%
18,270
1,109
6.07%
Community
Change
in
Public
Health
15,271
767
5.02%
12,046
716
5.94%
1,105
CompuSng
for
Data
Analysis
50,883
3,938
7.74%
44,661
6,271
14.04%
83,441
6,768
8.11%
101,747
4,254
4.18%
72,202
Data
Analysis
31. Updated SOA Numbers through 3 Offerings
No.
of
Completed
Offerings
To
Date
1
End
of
Course
Enrollment
in
Completed
Offering(s)
17,164
Case-‐Based
IntroducSon
to
BiostaSsScs
1
19,631
2,712
13.81%
Vaccine
Trials:
Methods
and
Best
PracSces
2
21,017
2,901
13.80%
Health
for
All
Through
Primary
Health
Care
Principles
of
Obesity
Economics
3
1
33,383
23,193
2,187
1,908
6.55%
8.23%
MathemaScal
BiostaSsScs
Bootcamp
1
Community
Change
in
Public
Health
CompuSng
for
Data
Analysis
Data
Analysis
3
2
3
1
56,821
27,317
179,015
101,747
3,285
1,483
16,977
4,254
5.78%
5.43%
9.48%
4.18%
Total
17
479,288
38,263
7.98%
Course
IntroducSon
to
the
US
Food
System
SOAs
Issued
in
Passing
Rate
in
Completed
Completed
Offering(s)
Offering(s)
2,556
14.89%
32. Thank you!
Additional Credits
Questions?
Instructors:
Bill Brieger, Brian Caffo, Karen Charron, Amber Cox, Kevin Frick,
Bob Lawrence, Jeff Leek, Keeve Nachman, Roger Peng, Henry
Perry
cshahne@jhsph.edu
JHSPH CTL OWC/MOOC Coordinator:
Ira Gooding
JHU School of Education Intern:
Hilliary Googash
http://tinyurl.com/insidemoocs-aln13