Online Learning Research
Defining a Pedagogical Model: The TU Delft Online Learning Experience
This paper was presented at the EDEN 2015 conference in Barcelona from 9-12 June 2015 by Nelson Jorge, Sofia Dopper and Willem van Valkenburg.
Abstract
In early 2014, the Delft University of Technology (TU Delft) started an innovation program with the aim to respond even more effectively to recent developments in open and online education. Drawing on the fields of Distance Education research and the university’s vision of the “engineer of the future”, TU Delft’s Extension School created a unified pedagogical model – the Online Learning Experience (OLE) – contributing to greater consistency in the development of online courses. Continue reading
Working Paper 6: DelftX MOOCs, the First Year (2013-2014)
This report is a cross-course comparison of the first five DelftX MOOCs. In the working papers #1 – #5 you will find detailed descrip- tions of each of the courses.
The purpose of this analysis is to gain insight in the new opportunities and the new sources of data of this emerging online learning setting. The ultimate goal is to gain insights for enhancing DelftX educational provisions. Continue reading
Working Paper 5: Next Generation Infrastructures 2014
This report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading
Working Paper 4: Introduction to Credit Risk Management 2014
This report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’.
Working Paper 3: Introduction to Aeronautical Engineering 2014
This report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading
Working Paper 2: Introduction to Water Treatment 2013
This report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading
Working Paper 1: Solar Energy 2013
This report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading
EMOOCs 2015: Experiences from 18 DelftX MOOCs
Paper presented at the European Stakeholders summit on experiences and best practices in and around MOOCs in Mons, Belgium (18-20 May 2015).
Abstract
This paper describes experiences and lessons learned from developing, building and running 18 MOOCs (including 4 reruns) at the Delft University of Technology, namely the selection of courses, the design, development and delivery of courses, innovative educational elements for use in online and in residential teaching, and the generation of data. Overall the development and offering of MOOCs has augmented the awareness, expertise, and innovation regarding online and residential learning, and has contributed to an active and positive spirit of educational innovation. In addition, we saw indications of a positive effect on quality and quantity of enrolment for on-campus programs, gathered data for research and were able to share the university’s knowledge with the world.
Reference
Kiers, J., Jorge, N., (2015). Experiences from 18 DelftX MOOCs in Proceedings Paper EMOOCs 2015 (page 65-70): http://www.emoocs2015.eu/sites/default/files/Papers.pdf
EMOOCs2015: Reconsidering Retention in MOOCs: the Relevance of Formal Assessment and Pedagogy
Paper presented at the European Stakeholders summit on experiences and best practices in and around MOOCs in Mons, Belgium (18-20 May 2015).
Abstract
The motivation to enrol in a MOOC is more diverse than the motivation for a conventional course. This diversity requires re-conceptualization of the terms for enrolment, participation, and achievement. The paper addresses the concept of retention and focuses on engagement relative to assessment. Student retention is often used to determine the value of higher education. In this paper we argue that retention data about specific groups of students
can supply valuable insights to improve MOOC design and align expectations. The paper reports three short studies conducted to gain insights into disengagement from assessment, based on the data gathered in the first five DelftX MOOCs. The empirical part of the paper demonstrates that retention rates in relation to formal assessment vary from course to course. In the analysed case, fewer learners disengaged from the formal assessment in the course with highest degree of student autonomy, high learning support and scaffolds. Consistently across courses, learners who received lower grades on the first assessment task, tend to disengage from further assessment.
Reference
De Vries, P., Hennis, T., Skrypnyk, A., (2015). Reconsidering Retention in MOOCs: the Relevance of Formal Assessment and Pedagogy in Proceedings Paper EMOOCs 2015 (page 168-173): http://www.emoocs2015.eu/sites/default/files/Papers.pdf
LAK15: Scalability and Flexibility through Open Research
Abstract
Delft University of Technology (TUD) is the largest university of engineering sciences in the Netherlands. TUD has been an active member of the Open Resources Movement since 2007 and in 2012 it has joined the EdX consortium. Openness in research and education is central in the TUD mission. It was the first edX partner to issue all its MOOCs under a creative commons license. In this presentation, we present our open research approach and toolbox. This toolbox facilitates sharing of data and the process of collaborative research in the context of MOOCs/online education. The presentation explains our rationale for open research, and our experiences with the toolbox, including research highlights.