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Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped record of a study design before data collection or analysis. Registered reports are a publishing approach that facilitates the evaluation of research without regard for the direction or magnitude of findings. In this article, I evaluate opportunities and challenges for these open science methods, offer initial guidelines for their use, explore relevant tensions around new practices, and illustrate examples from educational psychology and social science. [ABSTRACT FROM AUTHOR]

Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with onequarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom. [ABSTRACT FROM AUTHOR]

Identifying online users' contexts can help researchers understand their needs. However, the validity of different methods for identifying the location of online users has been underexplored. This paper proposes using multiple methods and examining their impact on different research questions to determine their validity. It then demonstrates this approach using data from six Massive Open Online Courses (MOOCs) by examining whether different methods produce different results regarding the relationship between SES and participation and engagement in MOOCs. We found that the choice of method impacted the estimated SES of the sample; IP geolocation placed participants in lower SES districts in comparison with their self-reported districts. Using all geolocation methods, we found that our MOOCs' learners tended to be located in high-SES districts, but the results were inconclusive regarding the relationship between SES and course engagement. Based on this case study, we suggest that using multiple methods produces more robust findings. However, when methods diverge in findings, researchers should consider which method is most suitable for their specific purposes. [ABSTRACT FROM AUTHOR]

Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014, we found that course participants from the United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, students with greater socioeconomic resources were more likely to earn a certificate. Furthermore, these differences in MOOC access and completion were larger for adolescents and young adults, the traditional ages where people find on-ramps into science, technology, engineering, and mathematics (STEM) coursework and careers. Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status. [ABSTRACT FROM AUTHOR]

The article discusses the Collect-Relate-Create-Donate (CRCD) framework of Ben Shneiderman which forms the development of a multi-day investigation to social history of a homeless teenager in the Great Depression in the U.S. It notes that History teacher Tom Daccord use the framework to establish a project with technologies for students to explore the political, economic and social history of Great Depression. Moreover, the project "Day in the Life of a Teenage Hobo" of Daccord makes students research on historical teenage hoboes.

The article focuses on the impact that massive open online courses (MOOC) has had on the education system. It states that MOOC has not disrupted existing education systems but instead is allowing universities to outsource internet-based master's degrees for professionals. It examines data from MOOCs taught on MOOC provider edX which found soon after enrollment, most MOOC registrants leave with 52 percent never entering the courseware. It talks about high student attrition in the first two weeks.

As massive open online courses (MOOCs) shift toward professional degree and certificate programs, can they become a global on-ramp for increasing access to emerging fields for underrepresented groups? This mixed-methods study addresses this question by examining one of the first MOOC-based blended professional degree programs, which admitted students to an accelerated residential master's program on the basis of performance in MOOCs and a proctored exam. We found that male students and students with master's degrees were more likely to complete the online program and the blended program had more male students and more students with master's degrees than students in the existing residential program. Students who enrolled in the blended graduate program earned higher average grades than students in the residential program earned in their in-person courses (3.86 vs 3.75, p <.01). The findings of this study provide an example of how new online learning models can serve particular niches, but may not address broader equity challenges. • Male students and students with master's degrees were more likely to successfully complete the online courses • Time and use of self-regulated learning strategies were key factors in being able to complete the online courses. • Male students and students with master's degrees were also more likely to use certain self-regulated learning strategies. • Blended participants performed better in their residential courses than those who were in the traditional residential program [ABSTRACT FROM AUTHOR]

There is an urgent need to build the public's resilience in the face of disinformation. Nevertheless, librarians may be hesitant to assume a frontline role in confronting politicized misinformation. We conducted ethnographic observations and interviews across three Montana libraries to understand the informational needs and search habits of library patrons and the role that librarians play in promoting effective search practices. Montana poses unique challenges with regard to broadband speed and access; however, our findings replicated studies in school settings across the country regarding reliance on antiquated search literacy techniques. The librarians interviewed noted challenges with confronting patrons about specific information claims that might be politically sensitive, but they expressed confidence in their ability to build patron trust and teach effective search literacy practices. We built and tested interventions designed to enable librarians to build their skills and empower patrons to better confront misinformation now and in the future. [ABSTRACT FROM AUTHOR]

The author discusses the use of and research about the effectiveness of Massive Open Online courses (MOOCs). Topics discussed include analysis of student clicks correlated with academic success to evaluate the instructional value of MOOCs, the lack of information and assessment data on student learning, and experimental designs of MOOC courses such as "A/B tests" and plug-in experiments.

Eliciting and interpreting students' ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs' patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a "teacher" and a PST playing a "student" where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students' knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs' perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students' perspectives through using ELK. [ABSTRACT FROM AUTHOR]

The article discusses efforts to close global achievement gaps in free massive open online courses (MOOCs).

Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to maintaining research data, and operate in multiple languages with university and corporate regional partners. To better understand how online learning opportunities are expanding through this regional MOOC ecosystem, we created a research partnership among 15 different MOOC providers from nine countries. We gathered data from over eight million learners in six thousand MOOCs, and we conducted a large-scale survey with more than 10 thousand participants. From our analysis, we argue that these regional providers may be better positioned to meet the goals of expanding access to higher education in their regions than the better-known global providers. To make this claim we highlight three trends: first, regional providers attract a larger local population with more inclusive demographic profiles; second, students predominantly choose their courses based on topical interest, and regional providers do a better job at catering to those needs; and third, many students feel more at ease learning from institutions they already know and have references from. Our work raises the importance of local education in the global MOOC ecosystem, while calling for additional research and conversations across the diversity of MOOC providers. • MOOC research has understudied the role and trends of regional MOOC providers. • We perform a large-scale study with 15 different MOOC providers and more than eight million learners. • Regional MOOC providers attract larger local populations, with more inclusive demographic profiles. • Regional MOOC providers might be better positioned to fulfil learners' needs. [ABSTRACT FROM AUTHOR]