Research & Pedagogy
Working with our xConsortium of university partners, edX is empowering research on pedagogy or learning about learning.
The online environment provides a powerful platform to conduct experiments, exploring how students learn and how faculty can best teach using a variety of novel tools and techniques.
Fundamental questions include:
- What motivates students to learn and persist?
- What helps students retain knowledge?
- What are the best ways to teach complex ideas?
- How can we assess what students have learned?
- What is best taught in person vs. online?
By carefully assessing course data, from mouse clicks to time spent on tasks, to evaluating how students respond to various assessments, researchers hope to shed light on how learners access information and master materials, with the ultimate aim of improving course outcomes.
We are not only expanding access to knowledge, but developing best practices to enhance the student experience and improve teaching and learning both on campus and online.
Below you will find a sampling of research papers authored by our xConsortium partners:
HarvardX and MITx: Four Years of Open Online Courses -- Fall 2012 - Summer 2016
Can Physics Be Taught Like Soccer?
Leveraging MOOCs for Credit-Granting Institutions: Results from a Community College Pilot Study.
HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014
Enrollment in MITx MOOCs: Are We Educating Educators?
Staggered Versus All-At-Once Content Release in Massive Open Online Courses: Evaluating a Natural Experiment
Computer-Assisted Reading and Discovery for Student Generated Text in Massive Open Online Courses
Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class
The Transformative Potential of Blended Learning Using MIT edX’s 6.002x Online MOOC Content Combined with Student Team-Based Learning in Class
shorten students’ time-to-degree; (4) improve the quality of the content of the course; and (5) reduce the prerequisite contribution for successful passage of subsequent courses. Student pass rates from the blended Fall 2012 pilot jumped to 91%, as compared to a 59% passage rate from the previous
year’s traditional face-to face lecture class. It appears that adaptation of high quality MOOC content using a blended approach and in conjunction with a highly structured in-class team-based approach can produce significant benefits in transforming student learning and success. Read more about The Transformative Potential of Blended Learning Using MIT edX’s 6.002x Online MOOC Content Combined with Student Team-Based Learning in Class