MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses.

By C. Rodriguez. 2012

518 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c05d1cf3331d2445bcd2db26ea4aa9fefda0640b

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Citations in the corpus

Deconstructing disengagement: analyzing learner subpopulations in massive open online courses (2013, background): “This is a distinct model from the set of learner-directed, open-ended courses that are now known as “cMOOCs” because of their grounding in connectivist theories of learning [25, 20, 8].”
Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS (2016, background): “As a result, a learner will find it difficult to know in advance if a course is suitable for them or not (Rodriguez, 2012).”
Initial trends in enrolment and completion of massive open online courses (2014, background): “The earliest and perhaps most highly cited example is the Stanford AI class, which attracted 160,000 students (20,000 of whom completed the course) when it ran in autumn 2011 (Rodriguez, 2012).”
Sentiment Analysis in MOOC Discussion Forums: What does it tell us? (2014, background): “Most of the prior work that addresses this question involved conducting surveys and interviews [25, 2].”
An e-Learning Theoretical Framework (2016, unknown): “(Rodriguez, 2012) (Rodriguez, 2013) (Bates, 2012)”
MOOCs: A systematic study of the published literature 2008-2012 (2013, background): “Of the case study papers, one (Rodriguez, 2012) compared different MOOCs (including CCK08, PLENK2010, MobiMOOC, EduMOOC, Stanford CS221, and CS101 from Udacity); two (Kop 2011; Kop, Fournier, & Mak, 2011) considered PLENK2010 and one other MOOC (CritLit and CCK11, respectively); and another (Bell 20”
A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 (2016, background): “The term Massive Open Online Course (MOOC) describes an evolving ecosystem of online learning environments that encompass a spectrum of course designs (Rodriguez, 2012).”
Stupid Tutoring Systems, Intelligent Humans (2016, background): “MOOCs provide a combination of video lectures, online assignments, and discussion forums (and connectivist MOOCs, or c-MOOCs, provide additional pedagogies as well – Rodriguez 2012).”