MOOC研究成果網站

The MERLOT project began in 1997, when the California State University Center for Distributed Learning developed and provided free access to MERLOT. The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education. The first issue appeared online in July 2005 and included a number of invited papers from various disciplines. The journal is now published quarterly in March, June, September, and December.All papers in JOLT are published under a Creative Commons Attribution-Non-Commercial-Share-Alike License

Research & Practice in Assessment is an online journal dedicated to the advancement of scholarly discussion between researchers and practitioners in the field of student learning outcomes assessment in higher education. It is dedicated to the advancement of scholarly discussions amongst researchers and practitioners in this evolving field.

Hybrid Pedagogy (ISSN: 2332-2098) is an open-access journal. On January 27th, Cathy N. Davidson launches "The History and Future of (Mostly) Higher Education," a MOOC connected to dozens of other courses and events distributed across the web. Over six weeks, Hybrid Pedagogy will host a discussion group, codenamed MOOC MOOC Dark Underbelly, a rowdy exploration of topics unearthed by the course and its offspring, a place to examine the deeper (and sometimes darker) issues implicated in these discussions.All papers are published under a Creative Commons Attribution-Non-Commercial License.

eLearn Magazine seeks to be the place where practice informs research and research informs practice. eLearn Magazine engages a broad set of readers to include readers interested in eLearning in higher education, K-12 educators (those interested in k-12 blended and online learning), corporate, government, not-for-profit, and non-profit. eLearn Magazine provides content for these audiences by publishing articles in specific context areas as well as content that is more general such as management, instructional design, emerging technologies, and instructor development. We envision eLearn as one of the primary sources of information on the uses of online learning strategies in a variety of contexts for a variety of audiences.

The International Review of Research in Open and Distance Learning is a refereed, open access e-journal that disseminates original research, theory, and best practice in open and distance learning worldwide. IRRODL is available free-of-charge to anyone with access to the Internet.This work is licensed under a Creative Commons Attribution License

The European Journal of Open, Distance and E-Learning - EURODL is an electronic, multi-media journal on distance and e-learning distributed on the Internet. It publishes the accounts of research, development and teaching for Europe in its most inclusive definition, exploring the potential of electronic publishing.

First Monday is one of the first openly accessible, peer–reviewed journals on the Internet, solely devoted to the Internet. Since its start in May 1996, First Monday has published 1,381 papers in 218 issues; these papers were written by 1,888 different authors.

EDUCAUSE Review® Online (ISSN 1945-709X) is the association's open-access digital flagship publication for the higher education IT community. EDUCAUSE Review (ISSN: 1527-6619), the association's award-winning print magazine (22,000 distributed copies), takes a broad look at current developments and trends in information technology, how they may affect the college/university as an institution, and what these mean for higher education and society.

The dramatic increase in online education, particularly Massive Open Online Courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of teaching and learning. To date, the impact of MOOCs has been largely disseminated through press releases and university reports.

Stanford's Lytics Lab is a catalyst for innovation and collaboration to enhance online learning environments. We engage in use-driven research and data-driven design to develop our collective knowledge around improving online learning.
Our projects are categorized by their focus on a dimension of the interactive learning environment or technology infrastructure of MOOCs. These dimensions are described by some of our researchers in their recent work, a Distributed Intelligence Framework for the design and evaluation of MOOCs.

HarvardX integrates the development of instructional approaches and digital tools across Harvard’s campus by providing faculty with pedagogical and research support. HarvardX is one critical endeavor among many, designed to empower faculty to improve teaching and learning on-campus, online, and beyond.
A faculty-driven and university-wide effort, HarvardX aims to be collaborative and representational of Harvard’s academic diversity, showcasing the highest quality offerings of the University to serious learners everywhere.
Launched in parallel with edX, the Harvard and MIT founded not-for-profit, online learning platform, HarvardX is fully independent.

On May 2, 2012, the presidents of MIT and Harvard University stood side by side to introduce edX, a jointly owned, not-for-profit venture to deliver open online learning opportunities to anyone around the world with an internet connection. The goals of the enterprise include increased access to educational opportunities worldwide, enhancement of on-campus residential education, and research about effective technology-mediated education.

The Teaching and Learning Laboratory, which began in 1997, collaborates with members of the MIT community to promote educational excellence, both inside and outside the classroom.

TLL also plays an important role in MIT-wide innovations in pedagogy, curriculum, and educational technology that both strengthen the educational experience for students and impact national and international initiatives in STEM teaching and learning.

TLL is part of the Office of the Dean for Undergraduate Education.

The OER Knowledge Cloud is being updated regularly by professional librarians and by volunteers.
The Cloud data, whether that be journal articles (i.e. papers in periodicals), reports (e.g. government, industrial), books or other items, is fully searchable. The items are freely extractable from the database and or linked to a relevant URL.
We are anticipating that Athabasca University Library will become a repository for all data that deals with Open Educational Resources and will be able to be the source of electronic copies of many references.

The University of California, Berkeley MOOCLab’s mission is to stimulate and fund MOOCs (Massive Open Online Courses) and SPOCs (Small Private Online Courses), in partnership with edX, in order to improve campus instruction, stimulate research in online-enhanced education, and make Berkeley's brand and high quality materials available throughout the world. Research results are then incorporated into both online and in-classroom courses and materials.
The MOOCLab is supported by the Berkeley Resource Center for Online Education (BRCOE).

With the responsiveness of a news site and the curation of a peer-review journal, EducationXPress compiles relevant content for those interested in the continued improvement of digital learning technologies and instructional practices. Participate in discussing how these news, opinion, and research publications might contribute to moving the field forward by joining the EducationXPress Community.