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November 21, 2016

Launching Innovation through Teacher to Teacher Learning

When teachers are interviewed about who has the most influence over their teaching practice, the number one answer is: "other teachers."

June 30, 2016

What We Learned From Talking with 100 MOOC Students

When faced with challenges, online learners draw on resources from their workstations, diverse online spaces, and their network of friends and family.

December 04, 2015

Some Advice for Chan & Zuckerberg on Technology and Equity

We don't yet know how to design and distribute online learning experiences that target the students who need us most.

July 21, 2015

Practical Guidance from MOOC Research: Students Learn by Doing

MOOC developers should focus on the creation of activities and interactives, and less on high quality video.

July 16, 2015

Practical Guidance from MOOC Research: Helping Busy Students Stick to Plans

Students leave MOOCs because they get too busy; can we help them stick their plans better?

July 12, 2015

Practical Guidance from MOOC Research: Persistence and Activity

MOOC research has a mixed record on helping us understand which students are likely to persist through a course.

July 02, 2015

Practical Guidance from MOOC Research: Student Diversity

One of the signature findings of MOOC research is the tremendous diversity of MOOC learners. How can we serve them best?

July 02, 2015

Practical Guidance from MOOC Research: Flexibility and Stickiness

Two research studies show that students appreciate the flexibility to pursue MOOCs at their own pace, but they benefit from returning regularly to the course activities.

June 03, 2015

Can We Nudge Students to Better Learning?

Summary of new research on nudges, priming questions, and text messages in educational settings.

April 08, 2015

A New Preface for the Ed Tech Developer's Guide

A new preface for the Ed Tech Developer's Guide, which was recently published by the U.S. Department of Education.

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The opinions expressed in EdTech Researcher are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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