Learn Moodle: Step by Step or All at Once?

Another example of the need to show caution when digesting the research findings of Greene, Oswald and Pomerantz (2015) is in their discussion around ITT (implicit theories of intelligence).

 Referencing Dweck (2012),  the authors presumed  participants’ perceptions of intelligence might affect their continued engagement in a MOOC: if the participants believed their intelligence was not fixed, and could be improved, they should be more likely to persevere than participants who believed their intelligence is fixed at birth. However, in their final results they were “surprised to find that students’ ITT did not predict either dropout or achievement.” Again, this might be due to what they term their  “homogenous sample”.