The results from one LMS and 68 courses do not define the picture of learning for all time. But it's hard to deny that they're in a different league from the stereotypical 'class of 40 psychology undergrads' when it comes to research on students and learning. So I'll grant them that. And their research replicates much of the work that Fournier and Kop have found working with connectivist MOOCs (a far more substantial body of research that doesn't make the pages of Campus Technology because it's not from MIT, but should). Some of the significant things: First, "equity cannot be increased just by opening doors." Second, "researchers have taken a stand against the idea that energy needs to be put into improving completion rates of MOOCs." Third, "emphasis on formalizing the 'flow of pedagogical innovations' between the MOOCs and their face-to-face counterparts on campus." Image: NY Times.
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