Studying Learning in the Worldwide Classroom Research into edX's First MOOC.

By Lori Breslow, D. Pritchard, Jennifer DeBoer, Glenda S. Stump, Andrew D. Ho, Daniel T. Seaton. 2013

1,083 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e4658f930fcaa93d9a577375513965ac2fe1d815

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Citations in the corpus

Initial trends in enrolment and completion of massive open online courses (2014, background): “Along with the studies discussed in the introduction which focus upon links between student demographics or behaviours and completion (Breslow et al., 2013; Kizilcec et al., 2013; Koller et al., 2013), a limitation of the approach used here is that the data neglects the student voice.”
HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014 (2015, background): “In the first years of MOOC research, findings were often reported from surveys with low response rates: Breslow et al. (2013) reported data from 7,161 survey responders out of 154,763 registered in the first edX MOOC, capturing a snapshot comprised mostly of certificate earners of a single course…”
Where is research on massive open online courses headed? A data analysis of the MOOC research initiative (2014, background): “Recently, some peer reviewed articles have explored the experience of learners (Breslow et al., 2013; Kizilcec, Piech, & Schneider, 2013; Liyanagunawardena, Adams, & Williams, 2013).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, background): “From the first use of the term in 2008 (which described an open online course offered by the University of Manitoba in Canada) to 2013, MOOC providers have enrolled over four and a half million learners (Breslow et al., 2013).”
Sentiment analysis on massive open online course evaluations: A text mining and deep learning approach (2020, background): “For instance, Breslow et al [15] identified a completion rate of 15% for a physics MOOC offered in 2012 to 154,763 students.”
Enhancing attention and memory during video-recorded lectures. (2015, background): “…(e.g., Kruger-Ross & Waters, 2013), the impact of ethnic or minority status on participation in online education (e.g., Ke & Kwak, 2013), characteristics of participants in a MOOC (Breslow et al., 2013), and the priorities of online educators (e.g., Dawson, Dana, Wolkenhauer, & Krell, 2013).”
A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 (2016, background): “…for grants awarded in late 2013, and therefore papers cited would have been published before then) and we limit our corpus to empirical papers, the two most cited papers identified here (Breslow et al., 2013; Kizilcec, Piech, & Schneider, 2013) were also highly cited in Gasevic et al.’s corpus.”
The MOOC dropout phenomenon and retention strategies (2020, background): “Various intentions and motivations exist beyond completing a course or earning a certificate (Breslow et al., 2013; Hew & Cheung, 2014; Wang & Baker, 2018).”
Massive Open Online Course Completion Rates Revisited: Assessment, Length and Attrition (2015, background): “…and platforms, including 43 Open2Study courses (Open2Study, 2013), 17 Coursera courses (Belanger, 2013; Duke University, 2012; Grainger, 2013; University of Edinburgh, 2013; Severance, 2013); one edX course (Breslow et al., 2013); and two platform-independent courses (Cross, 2013; Weller, 2013).”
Understanding in-video dropouts and interaction peaks inonline lecture videos (2014, background): “2566239 that learners spend a majority of their time watching videos [2, 23], but little research has been aimed at the click-level interactions within MOOC videos.”
Predictors of Retention and Achievement in a Massive Open Online Course (2015, background): “Yet, even given this seemingly well-resourced population, MOOC retention rates are strikingly low, ranging from 5% to 15% (Breslow et al., 2013; Liyanaguanawardeena, Adams, & Williams, 2013).”
Understanding the MOOCs continuance: The role of openness and reputation (2015, background): “Curiosity and job advancement, for example, are commonmotivating factors (Breslow et al., 2013; Christensen et al., 2013).”