University of Phoenix / Stanford University / Cornell Institute / Cornell University / University of Pennsylvania MOOCs / /
IndustryTerm
online eduction / online learning environment / pre-survey software / massive open online course / distracted web browsing / software tools / time-management software tools / treatment software / software treatments / online courses / commitment device / commitment devices / behavioral tools / online environment lead students / online degrees / time management software / control / software functionality / Online Education Online courses / reminder software / reminder technologies / online universities / Online education / online student performance / individuals access to reminder technologies / online programs / time-tracking software / massive open online courses / Online Course Richard W. Patterson1 April / use commitment devices / reminder tool / treatment groups / online students / installed software / information technology / online course / formal commitment devices / Online Student Outcomes / online course environment / Internet-based massive open online courses / Internet activities / /
Organization
Spencer Foundation / University of Pennsylvania MOOCs / Harvard / Cornell Institute for the Social Sciences / University of Phoenix / Department of Policy Analysis and Management / Cornell University / National Academy of Education / Stanford University / Russell Sage Foundation / /
Person
Rabin / Jordan Matsudaira / Daniel Benjamin / Richard W. Patterson / Ronald Ehrenberg / Damon Clark / Tatiana Homonoff / Daniel Greene / / /
Can Behavioral Tools Improve Online Student Outcomes? Experimental Evidence from a Massive Open Online Course Richard W. Patterson1 April 9, 2015 Abstract Online education is an increasingly popular alternative to tradit