The Learning How to Learn MOOC's popularity appears attributable to its presentation and instructional methods rather than its subject matter alone¶
Claim · All claims
Evidence · 1 study · designr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? LHTL has far more public reviews on a MOOC review platform than other general learning-related courses, suggesting its draw lies in presentation methods. → Barbara A. Oakley and Terrence J. Sejnowski 2019
Evidence¶
Barbara A. Oakley and Terrence J. Sejnowski 2019¶
Barbara A. Oakley and Terrence J. Sejnowski. (2019). What we learned from creating one of the world's most popular MOOCs. npj Science of Learning 4:7. https://doi.org/10.1038/s41539-019-0046-0
q2 · i? · design · r1
The authors use public review counts on Class Central as a rough proxy for comparative enrollment, reporting LHTL with 6712 reviews versus 5 for "Learning to Learn Online" as of March 2019. They conclude subject matter alone does not explain popularity since other learning-related MOOCs are far less popular.
"On Class Central ( https://www.class-central.com), one of the most widely used MOOC review platforms, LHTL has 6712 reviews, while the few other more general learning-related courses have far fewer: Athabasca University's "Learning to Learn Online"has 5 reviews"
Discussion¶
Related Claims¶
- An intervention study of Learning How to Learn reported improved study behaviors and higher second-semester proficiency scores — related
- The authors propose a new predictability principle: motion and unexpected visual or audio change help maintain viewer attention in instructional video — related
- The authors propose a humor principle: humor may not improve learning of particular items but may drive learners to preferentially select a course — a narrower finding that bears on this claim
- Investigating what arithmetic to teach is more fundamental than investigating how to teach it, because method studies may be eliminated by subject-matter findings — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lhtl-popularity-from-presentation-methods |
title |
The Learning How to Learn MOOC's popularity appears attributable to its presentation and instructional methods rather than its subject matter alone |
description |
The Learning How to Learn MOOC's popularity appears attributable to its presentation and instructional methods rather than its subject matter alone |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — barbara-a-oakley-and-terrence-j-sejnowski-2019 |
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