Harvard and MIT publish research documents on self-paced, web-based learning programs
In a groundbreaking study, researchers from MIT and Harvard University have delved into the world of Massive Open Online Courses (MOOCs) offered via their edX platform, uncovering insights that could transform education at scale[1][2].
The research, led by Isaac Chuang and Andrew Ho, aimed to understand how students learn and how technologies can facilitate effective teaching, both on-campus and online[1]. The study analysed an average of 20 gigabytes of data per course and drew on interviews with faculty and course teams, as well as student metrics[1][2].
Key findings reveal that MOOCs on edX facilitate personalised and scalable education through data-driven course design and assessment using machine learning, enhanced student engagement metrics beyond completion rates, and a positive impact on traditional education outcomes when blended[1][2].
One intriguing revelation is that students who complete certificates typically watch shorter segments of videos (approximately 4.4 minutes of 12-15 minute videos), indicating engagement patterns that differ from traditional lectures[1]. Furthermore, integrating online MOOC content into traditional classes has shown significant improvements, with pass rates increasing from as low as 55% to 91%[1].
Qualitative data also highlight that edX learners appreciate the flexibility, accessibility, and quality of teaching that MOOCs provide. This enables self-paced learning and professional development opportunities that are often not supported by employers[2]. These findings collectively suggest that edX MOOCs have contributed substantial knowledge on how MOOCs can transform and improve educational delivery at scale[1][2].
Interestingly, the study found that most MOOC attrition happens after students first register for a course, with 50 percent leaving within a week or two of enrolling[1]. However, course completion rates may not accurately reflect the impact or potential of open online courses, as many registrants may access substantial amounts of course content without completing it[1].
The study also sheds light on the diverse demographic of MOOC registrants. While the most typical course registrant was a male with a bachelor's degree, age 26 or older, this profile describes fewer than one in three registrants[2]. Hundreds of thousands of MOOC registrants do not have a college degree, and many are from abroad, reaching nontraditional and underserved communities of students[1].
The working paper series, which includes detailed reports about individual courses, reveals differences and commonalities among massive open online courses (MOOCs)[1]. The researchers expect these working papers and data to serve as a benchmark for future studies on MOOCs and support further work in the science of learning[1].
In conclusion, the collaborative research by MIT and Harvard University on their edX MOOCs offers valuable insights into how data-driven, personalised, and scalable education can revolutionise the learning landscape. The findings underscore the potential of MOOCs as a valuable supplement or alternative to traditional academic and workplace training.
