Applying MOOCs in On-Campus Settings: Opportunities, Obstacles, and Results (204664687)

8/13/2019 Applying MOOCs in On-Campus Settings: Opportunities, Obstacles, and Results (204664687)

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Applying MOOCs in on-campus college settings:Opportunities, Obstacles, and Results

Rebecca Petersen, edX (Moderator)

Damian Bebell, Boston College

Kathy Fernandes, California State University System



Goals Today

• Provide a candid look at two on-campusapproaches that incorporate MOOC contentand technologies into the curriculum

• Share our successes and failures• Discussion of the role of blended learning on

campus



*Harvard and MIT have committed $60M to the venture

About edX

• Non-profit consortiafounded by MIT andHarvard in May 2012

• 31 higher educationinstitutions from aroundthe world

• Mission driven: Improveaccess to education for alllearners while improvingon-campus education



Improving on-campus educationBlended learning is happening around the world

Ben Gurion Univ. ofNegev

Universidade Federal de OuroPreto

University ofMelbourne

U

niversity of SouthernDenmark

*



SPOCs: Blended Learning @edX• Small Private Online Course

– A copy of a MOOC course – Hosted on a private instance for local campus use

• (not on edx.org)

– SPOC faculty cannot change edX/Ux content, butcan modify due dates, make assignments

optional, hide content, and add their own syllabi,announcements, etc. – Institution receives data and individual student

performance/grades within the SPOC



Two SPOC Vignettes

California State University System (CSU) – Kathy• Expanded SJSU pilot use of 6.002x Circuits and

Electronics on six CSU campuses during 2013-2014academic year

Community College/Gates Foundation Study –Damian• Adapting a new curriculum from 6.00x Introduction to

Computer Science and Programing at two MassachusettsCommunity Colleges – 2012-2013

• Gates Foundation Post Secondary Success Program



Proven Course RedesignKathy Fernandes

California State University System



Enrollment Bottleneck Solutionshttp://calstate.edu/courseredesign

• Proven Course Redesign : Offering a year-long program for CSU faculty who

have successfully redesigned their courses to significantly improve student

success.

• Promising Practices for Course Redesign : 77 awards were made to

campuses to redesign bottleneck courses to improve student success and

improve access.

• CourseMatch : CSU students now have access to online courses delivered by

campuses other than their own.

• Virtual Labs : Planning is underway to build a collection of virtual STEM labs for

faculty to adopt for hybrid lab courses.

• eAdvising : All 23 campuses will streamline advising, registration, and academic

planning for undergraduate students.

http://courseredesign.csuprojects.org/wp/proven-course-redesign/

http://courseredesign.csuprojects.org/wp/promising-practices/

http://courseredesign.csuprojects.org/wp/course-match/

http://courseredesign.csuprojects.org/wp/virtual-labs/

http://courseredesign.csuprojects.org/wp/eadvising/

http://courseredesign.csuprojects.org/wp/eadvising/

http://courseredesign.csuprojects.org/wp/virtual-labs/

http://courseredesign.csuprojects.org/wp/course-match/

http://courseredesign.csuprojects.org/wp/promising-practices/

http://courseredesign.csuprojects.org/wp/proven-course-redesign/



Proven Course Redesign:SJSU Engineering

• Fall 2012: Using a blended model, San Jose State circuits course piloted

the use of edX’s Circuits & Electronics course materials.• Blended Model = Assigning edX video lectures and online activities as

homework. In-class activities include hands-on group work.• Initial results reported by SJSU was a significant decrease in failure

rate, from 41% down to 9%.

Source: San Jose State University



Engineering eAcademy• SJSU led the eAcademy

Shared experience and implementation strategy• Thirteen CSU campuses participated in the eAcademy

17 faculty engaged in edX training• Six campuses moving forward with edX 6.002x

SJSU, Sac State, Chico, SDSU, Pomona, Long Beach

• Over 600 CSU students enrolled in course sections for the AY2013-2014

• Each campus implementing edX course differently. Anywherefrom 20-90% of edX content being used

• SJSU continues to see pass rates of 90% and higher(http://chronicle.com/blogs/wiredcampus/san-jose-state-u-adopts-more-edx-content-for-outsourcing-trial/49905)



Lessons Learned So Far

Successes

• Prompted discussion across CSUcampuses regarding the electricalengineering curriculum and core

competencies• Faculty engaged in discussing new

pedagogies and innovativetechnologies

• In cases that edX content does notalign with curriculum, faculty arecreating their own MOOC-stylevideos, quizzes and exercises

• Continued enthusiasm to keeppiloting, refining, and sharingapproaches and course materials

Challenges

• Defining success: Each campus hasdifferent needs and problems theyare trying to solve

• Curricula and campus environmentsvary as well as student population

• Faculty need more support tounderstand blended and flippedteaching model

• Course redesign vs. additive approach• Students aren’t expecting the flipped

model

• Lack of integration between MOOC’sdigital content and campus LMS



Next steps

• Pilot concludes Spring 2014• Spring 2014 focused on ePortfolios, data

gathering and analysis – Understanding improved student performance

and relationship to edX content and/or blendedclassroom practice

– SJSU plans to continue use of edX going forward – Other campuses TBD



Massachusetts Community CollegesGates Foundation Pilot

Damian BebellRebecca Petersen



• Can Community Colleges (and other credit granting institutions)adopt and use MOOCs to benefit their students?

• To what extent do edX courses (and MOOCs in general) needmodification for delivery in a community college classroom?

• How do different types of students respond to the blended

classroom approach?• How do faculty view the effectiveness of the blended classroomapproach?

• How do students perceive their learning in this format comparedto their other online and in-class courses?

• How does the Community College student experiences (andperformance) compare to those students who have completed thesame course as a MOOC in the Fall 2012?

• What support do the faculty need to use the edX courseware?How are institutions able to support them?

Framing questions for the project:



MassBay Community College Bunker Hill Community College

• 2-yr. Community College• Chartered in 1961

• 95 Full-time faculty• 250 Adjunct faculty• Located 10 miles west of Boston in

Wellesley Hills• 3,600 full-time students• 6,300 part-time students• 70 associate degree and certificate

programs

• 2-yr. Community College chartedin 1973

• 143 Full-time faculty• 603 Adjunct faculty• Located in Charlestown, MA• 8,927 full-time students• 4,577 part-time students• Over 100 associate degree and

certificate programs

Partner Profiles



Mass Bay Community College:

–Offering full edX course

–20 students, 1 faculty member

–Offered in a computer lab

Bunker Hill Community College:

–Offering 7 weeks of the MITx course

–1 week of MITx paced for two weeks of class

–20 students, 2 faculty members

–Offered in a computer lab

16

Two partners, two different models



Examine the perspectives of:Community College students enrolled in course

– pre and post course surveys – focus groups

– analysis of student participation in on-site and off-site course activities – assessment results – class observations – big data

Community College Instructors – pre and post course surveys – interviews – class observations

Community Colleges and other accrediting institutionsedX and other providers

Formative Evaluation Approachand Methodology



Strong student retention andcourse performance:

MBCC and BHCC student performance on the 6.00X midtermexamination

● At the midterm, a total 90% of the 29 students who sat for exam passed the edX

test.● Although 10 students did not persist in the course long enough to complete the

midterm (see Table 1), this pass rate is especially impressive when compared tothe Fall 2012 online MOOC version of the course where just 59% of the 11,645students passed the same midterm.

● The overall midterm pass rates at each institution varied somewhat, with 94% ofpresent students passing at MBCC compared to 82% of students at BHCC



Strong student retention and courseperformance:

Number and percent of registered students who completed theSpring 2013 edX course

● A total of 40 students originally registered for the edX hybrid course at the two Massachusetts communitycolleges.

● By the courses midterm a total of 73% of the original student registrants were still actively enrolled in thecourse and attending the in-class portion of the course with at least some regularity.

● At the end of the course, a total of 67% of the original registrants had successfully passed the course forcollege credit.

● MBCC students were more likely to complete the course (80%) than BHCC students (53%).



Proof of concept confirmed as communitycolleges deliver hybrid MOOC course:

• project partners successfully developed andimplemented the edX 6.00 course to serve for-creditstudents at two MA community colleges

• In both settings, the majority of students were successfulin the course• administration, faculty, and students there was an overall

high degree of satisfaction with the edX course contentand resources as well as the hybrid blendedimplementation mode

• met a previously unmet curricular need at eachinstitution



Strong student retention and courseperformance:Final 6.00x Community College Grade Distribution (Spring 2013)

● Students typically performed either very well in the course or withdrew or otherwisedisengaged from the course within the first month.

● For example, of the BHCC students who ultimately unsuccessful in the course, onlythree had completed the exercises associated with Lecture 3 and only 1 of thesestudents completed any exercises for Lecture 5.



Background student variables related tostudents course performance:

Percent of Spring 2013 participatingstudents who are Computer Sciencemajors

Percent of students who have completedat least one course in three subjectconcentrations

The vast majority of the students had fairly limited prior academic experiencesprior to their community college enrollment



Blended course implementation wascritical to student success:

• In the student focus group, students reported their experiences inthe course had been much more positive than their prior onlineand blended course experiences.

• Specifically, students reported that the in-class time has been

especially valuable for:

– Providing structure to help students keep pace, – Providing examples and context for students with less programming,

computer science, and math backgrounds, – Getting authoritative answers to student questions (from instructor or other

students), – reviewing challenging concepts and providing clarification of video, and – Peer interaction.



Blended course implementation wascritical to student success :• As one of the Community College instructors shared in a

post-course interview:

“The more advanced students were carried along by the edXresources so I could deal with struggling studentsindividually in class. The MOOC component of the coursemeant that my “on -track” students were more self -sufficient and kept making progress while I could focus onmy neediest students. This was my technique to preventattrition from middle-level students….and it was veryeffective.”



Evolving roles and pedagogicalapproaches of instructors :

All CC faculty reported that this blended implementation served tochallenge, evolve, and improve their teaching practices.

“I often put students in groups and encouraged group work so studentscould help each other out. I intentionally paired stronger studentswith students who were struggling. Typically, this meant thatstudents who could program were set up with students who couldnot. This peer learning and bonding worked really, really well” .



Proof of Concept Worked! – Developed and offered course successfully at both CC’s withhigh satisfaction across stakeholders

– Both offered the course 2nd time in Fall 2013 – Also demonstrated not one size fits all, but MOOC resources

could be customizable to specific needs:• varied student populations and instructional approaches• considerations for course difficulty and adaptation• tech issues, pre-reqs, instructor language• getting course adopted by departments, politics

• sustainability and credit models

Future iterations and implementations could learn much fromsuccesses and struggles of this program.

Massachusetts Community College Study:Results and Take Aways

Applying MOOCs in On-Campus Settings: Opportunities, Obstacles, and Results (204664687)

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