Daphne Koller is a professor at Stanford University. She is co-founder, with Andrew Ng, of Coursera, which is one of the emerging leaders in massively open online courses (MOOCs). Coursera currently offers classes from 16 top colleges. This video addresses what they are learning from this new online modality. The implications on student learning clearly have applicability to traditional online and supplemental courses as well.
Among the topics she addresses are active learning, student engagement, Bloom’s Taxonomy, self and peer assessment, personalized feedback, life-long learning, and integration of multimedia.
The scholarship and references she cites include (in order of appearance):
Friedman, Thomas. “Come the Revolution,” New York Times (May 15, 2012). Available online here.
Karpicke, Jeffrey D., and Janell R. Blunt. “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping,” Science 2011. Available online here.
Sadler, Phillip M., and Eddie Good, “The Impact of Self- and Peer-Grading on Student Learning, Educational Assessment, 11, (1): 1-31. More information here.
Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13, n. 6 (1984): 4-16. Available online here.
Deslauriers, Louis, Ellen Schelew, and Carl Wieman. “Improved Learning In a Large-Enrollment Physics Class,” Science, Volume 332, no. 6031 (May 13, 2011): pp. 862-864. Available online here. Supplemental material available here.
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