combined.csv

source,Item type,Authors,Title,Publication year,Abstract,URLs,Proceedings title,Series,,,,
ACM,Conference Paper,"Rohloff T,Sauer D,Meinel C",Students' Achievement of Personalized Learning Objectives in MOOCs,2020,"Massive Open Online Courses (MOOCs) provide the opportunity to offer free and open education at scale. Thousands of students with different social and cultural backgrounds from all over the world can enroll for a course. This diverse audience comes with varying motivations and intentions from their personal or professional life. However, course instructors cannot offer individual support and guidance at this scale and therefore usually provide a one-size-fits-all approach. Students have to follow weekly-structured courses and their success is measured with the achievement of a certificate at the end. To better address the varying learning needs, technical support for goal-oriented and self-regulated learning is desired but very limited to date. Both learning strategies are proven to be key factors for students' achievement in large-scale online learning environments. Therefore, this paper presents a continuative study of personalized learning objectives in MOOCs to encourage goal-oriented and self-regulated learning. Based on the previously well-perceived acceptance and usefulness of the concept of personalized learning objectives, this study examines which learners select an objective and how successful they complete objectives. Concerning the learners' socio-demographic and geographical background, we could not identify any practical significant difference between students with selected learning objectives and the total course population. However, we have identified promising objective achievement rates, and we have observed a practical significant improvement of the certification rates comparing the total course population and students who selected an objective that included a graded certificate. This has also demonstrated a method for calculating more reasonable completion rates in MOOCs.",https://doi.org/10.1145/3386527.3405918;http://dx.doi.org/10.1145/3386527.3405918,Proceedings of the Seventh ACM Conference on Learning @ Scale,L@S '20,,,,
ACM,Conference Paper,"Ilham D,Mostafa E,Mohamed K",Towards a New Approach to Reduce the Dropout Rate in E-Learning,2020,"MOOCs are currently facing a major problem, namely the decrease in the rate of certified at the end of a MOOC. The main cause of this problem is due to the difficulty of detecting user behaviors in the platform which does not help tutors in their follow-up and their educational supervision of learners as well as to interact easily with them.In this work, to solve this problem we will propose an information system capable of automatically analyzing and detecting the behavior of users who follow a distance training and subsequently, to classify their profiles according to predefined parameters to facilitate teachers choose courses and activities based on the behavior of each user.",https://doi.org/10.1145/3386723.3387846;http://dx.doi.org/10.1145/3386723.3387846,"Proceedings of the 3rd International Conference on Networking, Information Systems & Security",NISS2020,,,,
ACM,Conference Paper,"Littenberg-Tobias J,RuipŽrez-Valiente JA,Reich J",Impact of Free-Certificate Coupons on Learner Behavior in Online Courses: Results from Two Case Studies,2019,"The relationship between pricing and learning behavior is an increasingly important topic in MOOC (massive open online course) research. We report on two case studies where cohorts of learners were offered coupons for free-certificates to explore price reductions might influence user behavior in MOOC-based online learning settings. In Case Study #1, we compare participation and certification rates between courses with and without coupons for free-certificates. In the courses with a free-certificate track, participants signed up for the verified certificate track at higher rates and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study #2, we compare the behaviors of learners within the same courses based on whether they received access to a free-certificate track. Access to free-certificates was associated with somewhat lower certification rates, but overall certification rates remained high particularly among those who viewed the courses. These findings suggests that some other incentives, other than simply the sunk-cost of paying for a verified certificate-track, may motivate learners to complete MOOC courses.",https://doi.org/10.1145/3330430.3333654;http://dx.doi.org/10.1145/3330430.3333654,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,L@S '19,,,,
ACM,Conference Paper,"Wang L,Hemberg E,O'Reilly UM",On the Influence of Grades on Learning Behavior of Students in MOOCs,2019,"MOOCs (Massive Open Online Courses) frequently use grades to calculate whether a student passes the course. To better understand how student behavior is influenced by grade feedback, we conduct a study on the changes of certified students' behavior before and after they have received their grade. We use observational student data from two MITx MOOCs to examine student behavior before and after a grade is released and calculate the difference (the delta-activity). We then analyze the changes in the delta-activity distributions across all graded assignments a we observe that the variation in delta-activity decreases as grade decreases, with students who have the lowest grade exhibiting little or no change in weekly activity. This trend persists throughout each course, in all course offerings, suggesting that a change in grade does not correlate with a change in the behavior of certified MOOC students.",https://doi.org/10.1145/3330430.3333652;http://dx.doi.org/10.1145/3330430.3333652,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,L@S '19,,,,
ACM,Conference Paper,"Bajwa A,Hemberg E,Bell A,O'Reilly UM",Student Code Trajectories in an Introductory Programming MOOC,2019,"In classrooms, instructors teaching students how to code have the ability to monitor progress and provide feedback through regular interaction. There is generally no analogous tracing of learning progression in programming MOOCs, hindering the ability of MOOC platforms to provide automated feedback at scale. We explore features for every certified student's history of code submissions to specific problems in a programming MOOC and measure similarity to sample solutions. We seek to understand whether students who succeed in the course reach solutions similar to these instructor-intended sample solutions, in terms of the concepts and mechanisms they contain. Furthermore, do students learn to conform to instructor expectations as the course progresses, and does prior experience have correlations with student behavior? We also explore what feature representations are sufficient for code submission history, since they are directly applicable to the development of automated tutors for progress tracking.",https://doi.org/10.1145/3330430.3333646;http://dx.doi.org/10.1145/3330430.3333646,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,L@S '19,,,,
ACM,Conference Paper,"Rohloff T,Sauer D,Meinel C",On the Acceptance and Usefulness of Personalized Learning Objectives in MOOCs,2019,"With Massive Open Online Courses (MOOCs) the number of people having access to higher education increased rapidly. The intentions to enroll for a specific course vary significantly and depend on one's professional or personal learning needs and interests. All learners have in common that they pursue their individual learning objectives. However, predominant MOOC platforms follow a one-size-fits-all approach and primarily aim for completion with certification. Specifically, technical support for goal-oriented and self-regulated learning to date is very limited in this context although both learning strategies are proven to be key factors for students' achievement in large-scale online learning environments. In this first investigation, a concept for the application and technical integration of personalized learning objectives in a MOOC platform is realized and assessed. It is evaluated with a mixed-method approach. First, the learners' acceptance is examined with a multivariate A/B test in two courses. Second, a survey was conducted to gather further feed-back about the perceived usefulness, next to the acceptance. The results show a positive perception by the learners, which paves the way for future research.",https://doi.org/10.1145/3330430.3333624;http://dx.doi.org/10.1145/3330430.3333624,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,L@S '19,,,,
ACM,Conference Paper,"Zarra T,Chiheb R,Faizi R,El Afia A",MOOCs' Recommendation Based on Forum Latent Dirichlet Allocation,2018,"Open to all, easy enrollment process and free admission make the MOOCs (Massive Open Online Course) attract a large number of learners, but few of them finish their courses and eventually obtain their certification. Several proposals are discussed, but as long as the economic model of MOOCs isn't well defined yet, certain institutions and companies keep attracting more learners to enroll and stay in their MOOCs without considering their prerequisites and needs. The aim of our contribution is to recommend enrollment in the MOOCs primarily to learners who have expressed a need or a gap and having prerequisites (i.e. in discussion forums); using LDA Topic Modeling on their shared texts we group the learners according to similar needs and interests, in order to propose for them a useful MOOC.",https://doi.org/10.1145/3289100.3289115;http://dx.doi.org/10.1145/3289100.3289115,Proceedings of the 2nd International Conference on Smart Digital Environment,ICSDE'18,,,,
ACM,Conference Paper,"Cooper M,Zhao J,Bhatt C,Shamma DA",MOOCex: Exploring Educational Video via Recommendation,2018,"Massive Open Online Course (MOOC) platforms have scaled online education to unprecedented enrollments, but remain limited by their predetermined curricula. Increasingly, professionals consume this content to augment or update specific skills rather than complete degree or certification programs. To better address the needs of this emergent user population, we describe a visual recommender system called MOOCex. The system recommends lecture videos across multiple courses and content platforms to provide a choice of perspectives on topics of interest. The recommendation engine considers both video content and sequential inter-topic relationships mined from course syllabi. Furthermore, it allows for interactive visual exploration of the semantic space of recommendations within a learner's current context.",https://doi.org/10.1145/3206025.3206087;http://dx.doi.org/10.1145/3206025.3206087,Proceedings of the 2018 ACM on International Conference on Multimedia Retrieval,ICMR '18,,,,
ACM,Conference Paper,Turrin R,Personalization Challenges in E-Learning,2017,"Online learning is a hot trend in the education industry, as testified by the proliferation of e-learning platforms and MOOCs on a huge variety of topics, from science and technology to foreign language learning and musical instruments playing.In this talk we will present some of the common challenges in the e-learning industry that we are personally facing at Cloud Academy, an on-line continuous training platform for Cloud technologies.First, the nature of recommendation objects is quite diversified. Typically an e-learning platform comprises several content types, such as video lessons, reading material, quizzes, practical exercises (e.g., hands-on laboratories), etc. Also, they can be organized into composite objects, such as whole courses (groups of lessons) or exams (topic-specific quizzes and exercises).Signals are very heterogeneous, too. Users can trigger all sorts of events while interacting with the learning platform, such as time spent on a given lesson video, outcome of a quiz or a test after a specific number of attempts, natural language feedback, etc. Such variety can be an important and comprehensive source of information but it must be normalized and handled within an appropriate common framework.The objectives of recommendation in e-learning differ from the case of more well-established targets. Although enjoyment remains a driving force (e.g., proposing new interesting courses to an old user), the focus is on learning specific skills or topics for specific goals. In this scenario, recommendation seeks to suggest the new best lesson, exercise, or course to acquire the desired skill while keeping the user engaged, assembling a personalized study path in the process. The pace of the learning activity must be tailored on the user's needs and commitments, like deadlines (e.g., the user plans to get a certification by a certain date), specific goals (e.g., objectives of an employee might be defined by the user's manager) or learning prerequisites (e.g., a course can be consumed only after the student has acquired the needed knowledge, either via other more basic courses or pre-existing skills).Consequently, recommendations must take into account the initial user skills and knowledge as well as her learning objectives (e.g., improving the skills of a non-beginner student requires recommending more advanced material). Transparency plays an important role in the e-learning domain as users are willing to continuously monitor and inspect their progress and understand which training resources better fit their learning goals.Finally, the online learning environment can be made even more complex by \",https://doi.org/10.1145/3109859.3109927;http://dx.doi.org/10.1145/3109859.3109927,Proceedings of the Eleventh ACM Conference on Recommender Systems," such as virtual classes of multiple users, a context that recommender systems both can exploit and need to take into account.","on-line training, on-line learning, moocs, recommender systems, education",RecSys '17,,
ACM,Conference Paper,"Kay JS,Nolan TJ,Grello TM",The Distributed Esteemed Endorser Review: A Novel Approach to Participant Assessment in MOOCs,2016,"One of the most challenging aspects of developing a Massive Open Online Course (MOOC) is designing an accurate method to effectively assess participant knowledge and skills. The Distributed Esteemed Endorser Review (DEER) approach has been developed as an alternative for those MOOCs where traditional approaches to assessment are not appropriate. In DEER, course projects are certified in-person by an \",https://doi.org/10.1145/2876034.2893396;http://dx.doi.org/10.1145/2876034.2893396,Proceedings of the Third (2016) ACM Conference on Learning @ Scale,", an individual who is typically senior in rank to the student, but is not necessarily an expert in the course content. Not only does DEER provide a means to certify that course goals have been met, it also provides MOOC participants with the opportunity to share information about what they have learned with others at the local level.","mooc, deer, esteemed endorser, assessment, educational robotics, robot programming",L@S '16,,
ACM,Conference Paper,"Mullaney T,Reich J",Staggered Versus All-At-Once Content Release in Massive Open Online Courses: Evaluating a Natural Experiment,2015,"We report on an experiment testing the effects of releasing all of the content in a Massive Open Online Course (MOOC) at launch versus in a staggered release. In 2013, HarvardX offered two \",https://doi.org/10.1145/2724660.2724663;http://dx.doi.org/10.1145/2724660.2724663,Proceedings of the Second (2015) ACM Conference on Learning @ Scale," of the HeroesX course: In the first, content was released weekly over four months; in the second, all content was released at once. We develop three operationalizations of \",ontrackness\," to measure how students participated in sync with the recommended syllabus. Ontrackness in both versions was low, though in the second, mean ontrackness was approximately one-half of levels in the first HeroesX. We find few differences in persistence, participation, and completion between the two runs. Controlling for a students' number of active weeks, we estimate modest positive effects of ontrackness on certification. The revealed preferences of students for flexibility and the minimal benefits of ontrackness suggest that releasing content all at once may be a viable strategy for MOOC designers.","synchronicity, natural experiment, moocs, ontrackness",L@S '15
ACM,Conference Paper,"Li X,Chang KM,Yuan Y,Hauptmann A",Massive Open Online Proctor: Protecting the Credibility of MOOCs Certificates,2015,"Massive Open Online Courses (MOOCs) enable everyone to receive high-quality education. However, current MOOC creators cannot provide an effective, economical, and scalable method to detect cheating on tests, which would be required for any certification. In this paper, we propose a Massive Open Online Proctoring (MOOP) framework, which combines both automatic and collaborative approaches to detect cheating behaviors in online tests. The MOOP framework consists of three major components: Automatic Cheating Detector (ACD), Peer Cheating Detector (PCD), and Final Review Committee (FRC). ACD uses webcam video or other sensors to monitor students and automatically flag suspected cheating behavior. Ambiguous cases are then sent to the PCD, where students peer-review flagged webcam video to confirm suspicious cheating behaviors. Finally, the list of suspicious cheating behaviors is sent to the FRC to make the final punishing decision. Our experiment show that ACD and PCD can detect usage of a cheat sheet with good accuracy and can reduce the overall human resources required to monitor MOOCs for cheating.",https://doi.org/10.1145/2675133.2675245;http://dx.doi.org/10.1145/2675133.2675245,Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing,CSCW '15,,,,
ACM,Conference Paper,"Alario-Hoyos C,PŽrez-Sanagust’n M,Kloos CD,Mu–oz-Merino PJ",Recommendations for the Design and Deployment of MOOCs: Insights about the MOOC Digital Education of the Future Deployed in Mir’AdaX,2014,"This paper reports the insights of the experience of designing and deploying the MOOC Digital Education of the Future, which was deployed in the platform Mir’adaX in early 2013. This MOOC was delivered by several professors from the Universidad Carlos III de Madrid and was supported by several external social tools that promoted the creation of a community of learners as part of it. The contribution of this study is a list of insights and recommendations about both the design and deployment of MOOCs. These insights and recommendations are built upon those presented in previous works by the authors. The design recommendations include information about the overall course structure, the assessment activities, the certification of the course, and the use of complementary social tools. The deployment recommendations mainly focus on the role of the teaching staff when running the course and on the importance of social tools and communication tools as a mechanism for participant engagement throughout the course. These recommendations aim to be useful for other practitioners, instructional designers and policy makers addressing the challenge of designing and deploying a MOOC from scratch.",https://doi.org/10.1145/2669711.2669931;http://dx.doi.org/10.1145/2669711.2669931,Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality,TEEM '14,,,,
ACM,Conference Paper,"Guo PJ,Reinecke K",Demographic Differences in How Students Navigate through MOOCs,2014,"The current generation of Massive Open Online Courses (MOOCs) attract a diverse student audience from all age groups and over 196 countries around the world. Researchers, educators, and the general public have recently become interested in how the learning experience in MOOCs differs from that in traditional courses. A major component of the learning experience is how students navigate through course content.This paper presents an empirical study of how students navigate through MOOCs, and is, to our knowledge, the first to investigate how navigation strategies differ by demographics such as age and country of origin. We performed data analysis on the activities of 140,546 students in four edX MOOCs and found that certificate earners skip on average 22% of the course content, that they frequently employ non-linear navigation by jumping backward to earlier lecture sequences, and that older students and those from countries with lower student-teacher ratios are more comprehensive and non-linear when navigating through the course.From these findings, we suggest design recommendations such as for MOOC platforms to develop more detailed forms of certification that incentivize students to deeply engage with the content rather than just doing the minimum necessary to earn a passing grade. Finally, to enable other researchers to reproduce and build upon our findings, we have made our data set and analysis scripts publicly available.",https://doi.org/10.1145/2556325.2566247;http://dx.doi.org/10.1145/2556325.2566247,Proceedings of the First ACM Conference on Learning @ Scale Conference,L@S '14,,,,
ACM,Conference Paper,"Jiang X,Liu W,Liu J",Learning Analytics in a Blended Computer Education Course,2019,"Massive open online courses (MOOCs) have been widely used and many institutions have invested considerable effort in developing, promoting and delivering such courses. Online educational pattern, both inside and outside of the campus community, have been become more popular. In recent years, a new research agenda has emerged, focusing on predicting and explaining dropouts and MOOCs with low completion rates. However, due to different problem specifications and evaluation metrics, performing learning analytics (LA) of online education is a challenging task. The online learner has a variety of purposes, such as complete learning courses, some knowledge points in work-based learning courses, selective learning for reviewing exams, certificate-based learning, and watching videos for interest. According to users'online behavior data, it is difficult to study why so many people drop out of MOOCs. Because users have many reasons, such as not understanding, bad network connection, other things to do, and so on. This paper study was performed to analyze data of students' online activity in a blended computer education course in Northwestern Polytechnical University (NPU) to identify quantitative markers that correlate with students' performance and might be used as early warning signs for possible data-driven measures. We applied the research methodology to three online courses offered generously by the Chinese University MOOC (CUMOOC) to evaluate the effectiveness.",https://doi.org/10.1145/3397453.3397456;http://dx.doi.org/10.1145/3397453.3397456,Proceedings of the International Workshop on Artificial Intelligence and Education,WAIE 2019,,,,
ACM,Conference Paper,"Lang D,Chen G,Mirzaei K,Paepcke A",Is Faster Better? A Study of Video Playback Speed,2020,"We explore the relationship between video playback speed and student learning outcomes. Using an experimental design, we present the results of a pre-registered study that assigns users to watch videos at either 1.0x or 1.25x speed. We find that students who consume sped content are more likely to get better grades in a course, attempt more content, and obtain more certificates. We also find that when videos are sped up, students spend less time consuming videos and are marginally more likely to complete more video content. These findings suggest that future study of playback speed as a tool for optimizing video content for MOOCs is warranted. Applications for reinforcement learning and adaptive content are discussed.",https://doi.org/10.1145/3375462.3375466;http://dx.doi.org/10.1145/3375462.3375466,Proceedings of the Tenth International Conference on Learning Analytics & Knowledge,LAK '20,,,,
ACM,Conference Paper,"Cobos R,Palla VM",EdX-MAS: Model Analyzer System,2017,"In this article an interactive tool for supporting the generation of Predictive Models for edX MOOCs is presented. This tool is a modular and scalable application that, based on the data collected from a MOOC course, allows the simple application of a complete Data Science process, where Machine Learning algorithms are applied to generate predictive models which could be used to predict which learners have passed the course and therefore obtained a certificate. The presented tool is called \",https://doi.org/10.1145/3144826.3145396;http://dx.doi.org/10.1145/3144826.3145396,Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality," and it helps the user to analyze and compare the prediction quality of different Machine Learning algorithms, allowing the possibility of exporting the results in order to do a more exhaustive analysis.","data analysis, MOOC, Learning Analytics, predictive model, machine learning, Data Science",TEEM 2017,,
ACM,Conference Paper,"Zhao Y,Davis D,Chen G,Lofi C,Hauff C,Houben GJ",Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change?,2017,"Massive Open Online Courses (MOOCs) play an ever more central role in open education. However, in contrast to traditional classroom settings, many aspects of learners' behaviour in MOOCs are not well researched. In this work, we focus on modelling learner behaviour in the context of continuous assessments with completion certificates, the most common assessment setup in MOOCs today. Here, learners can obtain a completion certificate once they obtain a required minimal score (typically somewhere between 50-70%) in tests distributed throughout the duration of a MOOC. In this setting, the course material or tests provided after \",https://doi.org/10.1145/3099023.3099063;http://dx.doi.org/10.1145/3099023.3099063,"Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization"," do not contribute to earning the certificate (which is ungraded), thus potentially affecting learners' behaviour. Therefore, we explore how ``passing'' impacts MOOC learners: do learners alter their behaviour after this point? And if so how? While in traditional classroom-based learning the role of assessment and its influence on learning behaviour has been well-established, we are among the first to provide answers to these questions in the context of MOOCs.","learning analytics, certificate achievement, moocs",UMAP '17,,
ACM,Conference Paper,"RuipŽrez-Valiente JA,Joksimovi_ S,Kovanovi_ V,Ga_evi_ D,Mu–oz-Merino PJ,Delgado Kloos C",A Data-Driven Method for the Detection of Close Submitters in Online Learning Environments,2017,"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.",https://doi.org/10.1145/3041021.3054161;http://dx.doi.org/10.1145/3041021.3054161,Proceedings of the 26th International Conference on World Wide Web Companion,WWW '17 Companion,,,,
ACM,Conference Paper,"Yeomans M,Reich J",Planning Prompts Increase and Forecast Course Completion in Massive Open Online Courses,2017,"Among all of the learners in Massive Open Online Courses (MOOCs) who intend to complete a course, the majority fail to do so. This intention-action gap is found in many domains of human experience, and research in similar goal pursuit domains suggests that plan-making is a cheap and effective nudge to encourage follow-through. In a natural field experiment in three HarvardX courses, some students received open-ended planning prompts at the beginning of a course. These prompts increased course completion by 29%, and payment for certificates by 40%. This effect was largest for students enrolled in traditional schools. Furthermore, the contents of students' plans could predict which students were least likely to succeed - in particular, students whose plans focused on specific times were unlikely to complete the course. Our results suggest that planning prompts can help learners adopted productive frames of mind at the outset of a learning goal that encourage and forecast student success.",https://doi.org/10.1145/3027385.3027416;http://dx.doi.org/10.1145/3027385.3027416,Proceedings of the Seventh International Learning Analytics & Knowledge Conference,LAK '17,,,,
ACM,Conference Paper,"Lim CL,Tang SF,Ravichandran P",A Study on the Mediation Effects of Intention to Enroll in MOOCs on Its Actual Usage,2017,"The paradigm shift in the usage of Massive Open Online Course in Malaysia has reached a vital landmark with the recent launch of credit transfer guidelines for MOOCs by the Malaysian Qualification Agency (MQA) on 27th September 2016. Although the use of MOOCs in Malaysian Universities are evident from the Malaysian OpenLeanring MOOCs portal, still the millions of learners who have already participated in MOOCS, do not move to the stage of obtaining a completion certificate (Kolowick, 2013). As such, in the context of Malaysia, there seems to be a serious concern for all those who wish to implement MOOCs in their pedagogical system. This research employed the bootstrapping resampling approach of Shrout and Bolger (2002) to assess the mediating effects of Intention to Enroll in MOOCs (IE). The mediation analysis was used to determine the mediation effects of Intention to Enroll in MOOCs (IE) on relationships between Facilitating Conditions (FC) and Habit (HB) as independent variables and MOOCs Actual Usage (AU) as dependent variable. From the results of mediation analysis it was found that Intention to Enroll in MOOCs (IE) partially mediates the relationship between Habit (HB) and MOOCs Actual Usage (AU).",https://doi.org/10.1145/3026480.3026489;http://dx.doi.org/10.1145/3026480.3026489,"Proceedings of the 8th International Conference on E-Education, E-Business, E-Management and E-Learning",IC4E '17,,,,
ACM,Conference Paper,"Ruiperez-Valiente JA,Alexandron G,Chen Z,Pritchard DE",Using Multiple Accounts for Harvesting Solutions in MOOCs,2016,"The study presented in this paper deals with copying answers in MOOCs. Our findings show that a significant fraction of the certificate earners in the course that we studied have used what we call harvesting accounts to find correct answers that they later submitted in their main account, the account for which they earned a certificate. In total, around 2.5% of the users who earned a certificate in the course obtained the majority of their points by using this method, and around 10% of them used it to some extent. This paper has two main goals. The first is to define the phenomenon and demonstrate its severity. The second is characterizing key factors within the course that affect it, and suggesting possible remedies that are likely to decrease the amount of cheating. The immediate implication of this study is to MOOCs. However, we believe that the results generalize beyond MOOCs, since this strategy can be used in any learning environments that do not identify all registrants.",https://doi.org/10.1145/2876034.2876037;http://dx.doi.org/10.1145/2876034.2876037,Proceedings of the Third (2016) ACM Conference on Learning @ Scale,L@S '16,,,,
ACM,Conference Paper,"Qiu J,Tang J,Liu TX,Gong J,Zhang C,Zhang Q,Xue Y",Modeling and Predicting Learning Behavior in MOOCs,2016,"Massive Open Online Courses (MOOCs), which collect complete records of all student interactions in an online learning environment, offer us an unprecedented opportunity to analyze students' learning behavior at a very fine granularity than ever before.Using dataset from xuetangX, one of the largest MOOCs from China, we analyze key factors that influence students' engagement in MOOCs and study to what extent we could infer a student's learning effectiveness. We observe significant behavioral heterogeneity in students' course selection as well as their learning patterns. For example, students who exert higher effort and ask more questions are not necessarily more likely to get certificates. Additionally, the probability that a student obtains the course certificate increases dramatically (3 x higher) when she has one or more \",https://doi.org/10.1145/2835776.2835842;http://dx.doi.org/10.1145/2835776.2835842,Proceedings of the Ninth ACM International Conference on Web Search and Data Mining,".Moreover, we develop a unified model to predict students' learning effectiveness, by incorporating user demographics, forum activities, and learning behavior. We demonstrate that the proposed model significantly outperforms (+2.03-9.03% by F1-score) several alternative methods in predicting students' performance on assignments and course certificates. The model is flexible and can be applied to various settings. For example, we are deploying a new feature into xuetangX to help teachers dynamically optimize the teaching process.","moocs, predictive model, online engagement, user behavior",WSDM '16,,
ACM,Conference Paper,Yang S,Topical Scopes of Digital and Data Curation Curricula,2015,"We analyzed topical scopes of two digital and two data curation curricula offered as (post)graduate certificates or specializations. We investigated a question of what the topical similarities and differences are between the curricula. To address this question: first, we identified topics from individual course and curriculum descriptions; second, we compared the topics from curriculum descriptions with each other; and third, we compared the topics from course descriptions that are part of a curriculum. We found several topics which were acting as least common denominators between two digital curation and between two data curation curricula. Such topics illustrated the fundamental components within the same type of curricula. The two common topics among all curricula were 'standards' and 'management.' This may indicate the importance of following the standards in preparation of digital (data) objects and in curatorial processes, as well as the importance of continued management of such resources in a repository. Our approach may be applicable to other types of educational opportunities such as workshops, MOOCs, and webinars. As we analyze more curation curricula, we may be able to develop a more accurate and comprehensive topical framework for the domain of digital and data curation, further enhancing the education for future digital and data curators.",,Proceedings of the 78th ASIS&T Annual Meeting: Information Science with Impact: Research in and for the Community,ASIST '15,,,,
ACM,Journal Article,Garg V,Learning How to Learn with Prof. Barbara Oakley,2015,"Massive Online Open Courses or MOOCs are increasingly becoming visible with the advent of platforms like Coursera, which offer verified certificates. One of the more popular courses on Coursera is 'Learning How to Learn', which specifically targets students and provides them with a scientific basis for effective pedagogical techniques. The course is the brainchild of Prof. Barbara Oakley and her co-instructor, Terrence Sejnowski, the Francis Crick Professor at the Salk Institute. I recently had the opportunity to interview Prof. Barbara Oakley. This article is a summary of her responses.",https://doi.org/10.1145/2809957.2809959;http://dx.doi.org/10.1145/2809957.2809959,,,,,,
ACM,Journal Article,"Maas A,Heather C,Do Ctom,Brandman R,Koller D,Ng A",Offering Verified Credentials in Massive Open Online Courses: MOOCs and Technology to Advance Learning and Learning Research (Ubiquity Symposium),2014,"Massive open online courses (MOOCs) enable the delivery of high-quality educational experiences to large groups of students. Coursera, one of the largest MOOC providers, developed a program to provide students with verified credentials as a record of their MOOC performance. Such credentials help students convey achievements in MOOCs to future employers and academic programs. This article outlines the process and biometrics Coursera uses to establish and verify student identity during a course. We additionally present data that suggest verified certificate programs help increase student success rates in courses.",https://doi.org/10.1145/2591684;http://dx.doi.org/10.1145/2591684,,,,,,
ACM,Conference Paper,"Nesterko SO,Seaton D,Reich J,McIntyre J,Han Q,Chuang I,Ho A",Due Dates in MOOCs: Does Stricter Mean Better?,2014,"Massive Open Online Courses (MOOCs) employ a variety of components to engage students in learning (eg. videos, forums, quizzes). Some components are graded, which means that they play a key role in a student's final grade and certificate attainment. It is not yet clear how the due date structure of graded components affects student outcomes including academic performance and alternative modes of learning of students. Using data from HarvardX and MITx, Harvard's and MIT's divisions for online learning, we study the structure of due dates on graded components for 10 completed MOOCs. We find that stricter due dates are associated with higher certificate attainment rates but fewer students who join late being able to earn a certificate. Our findings motivate further studies of how the use of graded components and deadlines affects academic and alternative learning of MOOC students, and can help inform the design of online courses.",https://doi.org/10.1145/2556325.2567877;http://dx.doi.org/10.1145/2556325.2567877,Proceedings of the First ACM Conference on Learning @ Scale Conference,L@S '14,,,,
ACM,Conference Paper,"Wilkowski J,Deutsch A,Russell DM",Student Skill and Goal Achievement in the Mapping with Google MOOC,2014,"Students who registered for the Mapping with Google massive open online course (MOOC) were asked several questions during the registration process to identify prior experience with eleven skills as well as their goals for registering for the course. Students selected goals from a list; they were periodically reminded of these goals during the MOOC. At the end of the course, we compared students' self reports of goal achievement on a post-course survey with behavioral click-stream analysis. In addition, we assessed how well prior skill in a subject predicts a student's course completion and found no correlation. Our research shows that students who completed course activities were more likely to earn certificates of completion than peers who did not.",https://doi.org/10.1145/2556325.2566240;http://dx.doi.org/10.1145/2556325.2566240,Proceedings of the First ACM Conference on Learning @ Scale Conference,L@S '14,,,,
ACM,Conference Paper,"Li X,Chang KM,Yuan Y,Hauptmann A",Massive Open Online Proctor: Protecting the Credibility of MOOCs Certificates,2015,"Massive Open Online Courses (MOOCs) enable everyone to receive high-quality education. However, current MOOC creators cannot provide an effective, economical, and scalable method to detect cheating on tests, which would be required for any certification. In this paper, we propose a Massive Open Online Proctoring (MOOP) framework, which combines both automatic and collaborative approaches to detect cheating behaviors in online tests. The MOOP framework consists of three major components: Automatic Cheating Detector (ACD), Peer Cheating Detector (PCD), and Final Review Committee (FRC). ACD uses webcam video or other sensors to monitor students and automatically flag suspected cheating behavior. Ambiguous cases are then sent to the PCD, where students peer-review flagged webcam video to confirm suspicious cheating behaviors. Finally, the list of suspicious cheating behaviors is sent to the FRC to make the final punishing decision. Our experiment show that ACD and PCD can detect usage of a cheat sheet with good accuracy and can reduce the overall human resources required to monitor MOOCs for cheating.",https://doi.org/10.1145/2675133.2675245;http://dx.doi.org/10.1145/2675133.2675245,Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing,,,,,
ACM,Journal Article,"Maas A,Heather C,Do Ctom,Brandman R,Koller D,Ng A",Offering Verified Credentials in Massive Open Online Courses: MOOCs and Technology to Advance Learning and Learning Research (Ubiquity Symposium),2014,"Massive open online courses (MOOCs) enable the delivery of high-quality educational experiences to large groups of students. Coursera, one of the largest MOOC providers, developed a program to provide students with verified credentials as a record of their MOOC performance. Such credentials help students convey achievements in MOOCs to future employers and academic programs. This article outlines the process and biometrics Coursera uses to establish and verify student identity during a course. We additionally present data that suggest verified certificate programs help increase student success rates in courses.",https://doi.org/10.1145/2591684;http://dx.doi.org/10.1145/2591684,,,,,,
ACM,Conference Paper,"Cooper M,Zhao J,Bhatt C,Shamma DA",MOOCex: Exploring Educational Video via Recommendation,2018,"Massive Open Online Course (MOOC) platforms have scaled online education to unprecedented enrollments, but remain limited by their predetermined curricula. Increasingly, professionals consume this content to augment or update specific skills rather than complete degree or certification programs. To better address the needs of this emergent user population, we describe a visual recommender system called MOOCex. The system recommends lecture videos across multiple courses and content platforms to provide a choice of perspectives on topics of interest. The recommendation engine considers both video content and sequential inter-topic relationships mined from course syllabi. Furthermore, it allows for interactive visual exploration of the semantic space of recommendations within a learner's current context.",https://doi.org/10.1145/3206025.3206087;http://dx.doi.org/10.1145/3206025.3206087,Proceedings of the 2018 ACM on International Conference on Multimedia Retrieval,,,,,
ACM,Conference Paper,"Kay JS,Nolan TJ,Grello TM",The Distributed Esteemed Endorser Review: A Novel Approach to Participant Assessment in MOOCs,2016,"One of the most challenging aspects of developing a Massive Open Online Course (MOOC) is designing an accurate method to effectively assess participant knowledge and skills. The Distributed Esteemed Endorser Review (DEER) approach has been developed as an alternative for those MOOCs where traditional approaches to assessment are not appropriate. In DEER, course projects are certified in-person by an \",https://doi.org/10.1145/2876034.2893396;http://dx.doi.org/10.1145/2876034.2893396,Proceedings of the Third (2016) ACM Conference on Learning @ Scale,"deer, mooc, assessment, educational robotics, robot programming, esteemed endorser",L@S '16,,,
ACM,Conference Paper,"Wilkowski J,Deutsch A,Russell DM",Student Skill and Goal Achievement in the Mapping with Google MOOC,2014,"Students who registered for the Mapping with Google massive open online course (MOOC) were asked several questions during the registration process to identify prior experience with eleven skills as well as their goals for registering for the course. Students selected goals from a list; they were periodically reminded of these goals during the MOOC. At the end of the course, we compared students' self reports of goal achievement on a post-course survey with behavioral click-stream analysis. In addition, we assessed how well prior skill in a subject predicts a student's course completion and found no correlation. Our research shows that students who completed course activities were more likely to earn certificates of completion than peers who did not.",https://doi.org/10.1145/2556325.2566240;http://dx.doi.org/10.1145/2556325.2566240,Proceedings of the First ACM Conference on Learning @ Scale Conference,,,,,
ACM,Conference Paper,"Zarra T,Chiheb R,Faizi R,El Afia A",MOOCs' Recommendation Based on Forum Latent Dirichlet Allocation,2018,"Open to all, easy enrollment process and free admission make the MOOCs (Massive Open Online Course) attract a large number of learners, but few of them finish their courses and eventually obtain their certification. Several proposals are discussed, but as long as the economic model of MOOCs isn't well defined yet, certain institutions and companies keep attracting more learners to enroll and stay in their MOOCs without considering their prerequisites and needs. The aim of our contribution is to recommend enrollment in the MOOCs primarily to learners who have expressed a need or a gap and having prerequisites (i.e. in discussion forums); using LDA Topic Modeling on their shared texts we group the learners according to similar needs and interests, in order to propose for them a useful MOOC.",https://doi.org/10.1145/3289100.3289115;http://dx.doi.org/10.1145/3289100.3289115,Proceedings of the 2nd International Conference on Smart Digital Environment,,,,,
ACM,Conference Paper,"Wang L,Hemberg E,O'Reilly UM",On the Influence of Grades on Learning Behavior of Students in MOOCs,2019,"MOOCs (Massive Open Online Courses) frequently use grades to calculate whether a student passes the course. To better understand how student behavior is influenced by grade feedback, we conduct a study on the changes of certified students' behavior before and after they have received their grade. We use observational student data from two MITx MOOCs to examine student behavior before and after a grade is released and calculate the difference (the delta-activity). We then analyze the changes in the delta-activity distributions across all graded assignments a we observe that the variation in delta-activity decreases as grade decreases, with students who have the lowest grade exhibiting little or no change in weekly activity. This trend persists throughout each course, in all course offerings, suggesting that a change in grade does not correlate with a change in the behavior of certified MOOC students.",https://doi.org/10.1145/3330430.3333652;http://dx.doi.org/10.1145/3330430.3333652,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,,,,,
ACM,Conference Paper,"Nesterko SO,Seaton D,Reich J,McIntyre J,Han Q,Chuang I,Ho A",Due Dates in MOOCs: Does Stricter Mean Better?,2014,"Massive Open Online Courses (MOOCs) employ a variety of components to engage students in learning (eg. videos, forums, quizzes). Some components are graded, which means that they play a key role in a student's final grade and certificate attainment. It is not yet clear how the due date structure of graded components affects student outcomes including academic performance and alternative modes of learning of students. Using data from HarvardX and MITx, Harvard's and MIT's divisions for online learning, we study the structure of due dates on graded components for 10 completed MOOCs. We find that stricter due dates are associated with higher certificate attainment rates but fewer students who join late being able to earn a certificate. Our findings motivate further studies of how the use of graded components and deadlines affects academic and alternative learning of MOOC students, and can help inform the design of online courses.",https://doi.org/10.1145/2556325.2567877;http://dx.doi.org/10.1145/2556325.2567877,Proceedings of the First ACM Conference on Learning @ Scale Conference,,,,,
ACM,Conference Paper,"Mullaney T,Reich J",Staggered Versus All-At-Once Content Release in Massive Open Online Courses: Evaluating a Natural Experiment,2015,"We report on an experiment testing the effects of releasing all of the content in a Massive Open Online Course (MOOC) at launch versus in a staggered release. In 2013, HarvardX offered two \",https://doi.org/10.1145/2724660.2724663;http://dx.doi.org/10.1145/2724660.2724663,Proceedings of the Second (2015) ACM Conference on Learning @ Scale,ontrackness\," to measure how students participated in sync with the recommended syllabus. Ontrackness in both versions was low, though in the second, mean ontrackness was approximately one-half of levels in the first HeroesX. We find few differences in persistence, participation, and completion between the two runs. Controlling for a students' number of active weeks, we estimate modest positive effects of ontrackness on certification. The revealed preferences of students for flexibility and the minimal benefits of ontrackness suggest that releasing content all at once may be a viable strategy for MOOC designers.","synchronicity, natural experiment, moocs, ontrackness",L@S '15,
ACM,Conference Paper,"Yeomans M,Reich J",Planning Prompts Increase and Forecast Course Completion in Massive Open Online Courses,2017,"Among all of the learners in Massive Open Online Courses (MOOCs) who intend to complete a course, the majority fail to do so. This intention-action gap is found in many domains of human experience, and research in similar goal pursuit domains suggests that plan-making is a cheap and effective nudge to encourage follow-through. In a natural field experiment in three HarvardX courses, some students received open-ended planning prompts at the beginning of a course. These prompts increased course completion by 29%, and payment for certificates by 40%. This effect was largest for students enrolled in traditional schools. Furthermore, the contents of students' plans could predict which students were least likely to succeed - in particular, students whose plans focused on specific times were unlikely to complete the course. Our results suggest that planning prompts can help learners adopted productive frames of mind at the outset of a learning goal that encourage and forecast student success.",https://doi.org/10.1145/3027385.3027416;http://dx.doi.org/10.1145/3027385.3027416,Proceedings of the Seventh International Learning Analytics & Knowledge Conference,,,,,
ACM,Conference Paper,"Littenberg-Tobias J,RuipŽrez-Valiente JA,Reich J",Impact of Free-Certificate Coupons on Learner Behavior in Online Courses: Results from Two Case Studies,2019,"The relationship between pricing and learning behavior is an increasingly important topic in MOOC (massive open online course) research. We report on two case studies where cohorts of learners were offered coupons for free-certificates to explore price reductions might influence user behavior in MOOC-based online learning settings. In Case Study #1, we compare participation and certification rates between courses with and without coupons for free-certificates. In the courses with a free-certificate track, participants signed up for the verified certificate track at higher rates and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study #2, we compare the behaviors of learners within the same courses based on whether they received access to a free-certificate track. Access to free-certificates was associated with somewhat lower certification rates, but overall certification rates remained high particularly among those who viewed the courses. These findings suggests that some other incentives, other than simply the sunk-cost of paying for a verified certificate-track, may motivate learners to complete MOOC courses.",https://doi.org/10.1145/3330430.3333654;http://dx.doi.org/10.1145/3330430.3333654,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,,,,,
ACM,Conference Paper,"Zhao Y,Davis D,Chen G,Lofi C,Hauff C,Houben GJ",Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change?,2017,"Massive Open Online Courses (MOOCs) play an ever more central role in open education. However, in contrast to traditional classroom settings, many aspects of learners' behaviour in MOOCs are not well researched. In this work, we focus on modelling learner behaviour in the context of continuous assessments with completion certificates, the most common assessment setup in MOOCs today. Here, learners can obtain a completion certificate once they obtain a required minimal score (typically somewhere between 50-70%) in tests distributed throughout the duration of a MOOC. In this setting, the course material or tests provided after \",https://doi.org/10.1145/3099023.3099063;http://dx.doi.org/10.1145/3099023.3099063,"Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization","learning analytics, certificate achievement, moocs",UMAP '17,,,
ACM,Conference Paper,"Rohloff T,Sauer D,Meinel C",On the Acceptance and Usefulness of Personalized Learning Objectives in MOOCs,2019,"With Massive Open Online Courses (MOOCs) the number of people having access to higher education increased rapidly. The intentions to enroll for a specific course vary significantly and depend on one's professional or personal learning needs and interests. All learners have in common that they pursue their individual learning objectives. However, predominant MOOC platforms follow a one-size-fits-all approach and primarily aim for completion with certification. Specifically, technical support for goal-oriented and self-regulated learning to date is very limited in this context although both learning strategies are proven to be key factors for students' achievement in large-scale online learning environments. In this first investigation, a concept for the application and technical integration of personalized learning objectives in a MOOC platform is realized and assessed. It is evaluated with a mixed-method approach. First, the learners' acceptance is examined with a multivariate A/B test in two courses. Second, a survey was conducted to gather further feed-back about the perceived usefulness, next to the acceptance. The results show a positive perception by the learners, which paves the way for future research.",https://doi.org/10.1145/3330430.3333624;http://dx.doi.org/10.1145/3330430.3333624,Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale,,,,,
ACM,Conference Paper,"Lim CL,Tang SF,Ravichandran P",A Study on the Mediation Effects of Intention to Enroll in MOOCs on Its Actual Usage,2017,"The paradigm shift in the usage of Massive Open Online Course in Malaysia has reached a vital landmark with the recent launch of credit transfer guidelines for MOOCs by the Malaysian Qualification Agency (MQA) on 27th September 2016. Although the use of MOOCs in Malaysian Universities are evident from the Malaysian OpenLeanring MOOCs portal, still the millions of learners who have already participated in MOOCS, do not move to the stage of obtaining a completion certificate (Kolowick, 2013). As such, in the context of Malaysia, there seems to be a serious concern for all those who wish to implement MOOCs in their pedagogical system. This research employed the bootstrapping resampling approach of Shrout and Bolger (2002) to assess the mediating effects of Intention to Enroll in MOOCs (IE). The mediation analysis was used to determine the mediation effects of Intention to Enroll in MOOCs (IE) on relationships between Facilitating Conditions (FC) and Habit (HB) as independent variables and MOOCs Actual Usage (AU) as dependent variable. From the results of mediation analysis it was found that Intention to Enroll in MOOCs (IE) partially mediates the relationship between Habit (HB) and MOOCs Actual Usage (AU).",https://doi.org/10.1145/3026480.3026489;http://dx.doi.org/10.1145/3026480.3026489,"Proceedings of the 8th International Conference on E-Education, E-Business, E-Management and E-Learning",,,,,
ACM,Conference Paper,"RuipŽrez-Valiente JA,Joksimovi_ S,Kovanovi_ V,Ga_evi_ D,Mu–oz-Merino PJ,Delgado Kloos C",A Data-Driven Method for the Detection of Close Submitters in Online Learning Environments,2017,"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.",https://doi.org/10.1145/3041021.3054161;http://dx.doi.org/10.1145/3041021.3054161,Proceedings of the 26th International Conference on World Wide Web Companion,,,,,
ACM,Conference Paper,"Coleman CA,Seaton DT,Chuang I",Probabilistic Use Cases: Discovering Behavioral Patterns for Predicting Certification,2015,"Advances in open-online education have led to a dramatic increase in the size, diversity, and traceability of learner populations, offering tremendous opportunities to study detailed learning behavior of users around the world. This paper adapts the topic modeling approach of Latent Dirichlet Allocation (LDA) to uncover behavioral structure from student logs in a MITx Massive Open Online Course, 8.02x: Electricity and Magnetism. LDA is typically found in the field of natural language processing, where it identifies the latent topic structure within a collection of documents. However, this framework can be adapted for analysis of user-behavioral patterns by considering user interactions with courseware as a ``bag of interactions'' equivalent to the ``bag of words'' model found in topic modeling. By employing this representation, LDA forms probabilistic use cases that clusters students based on their behavior. Through the probability distributions associated with each use case, this approach provides an interpretable representation of user access patterns, while reducing the dimensionality of the data and improving accuracy. Using only the first week of logs, we can predict whether or not a student will earn a certificate with 0.81 ± 0.01 cross-validation accuracy. Thus, the method presented in this paper is a powerful tool in understanding user behavior and predicting outcomes.",https://doi.org/10.1145/2724660.2724662;http://dx.doi.org/10.1145/2724660.2724662,Proceedings of the Second (2015) ACM Conference on Learning @ Scale,,,,,
ACM,Conference Paper,"Qiu J,Tang J,Liu TX,Gong J,Zhang C,Zhang Q,Xue Y",Modeling and Predicting Learning Behavior in MOOCs,2016,"Massive Open Online Courses (MOOCs), which collect complete records of all student interactions in an online learning environment, offer us an unprecedented opportunity to analyze students' learning behavior at a very fine granularity than ever before.Using dataset from xuetangX, one of the largest MOOCs from China, we analyze key factors that influence students' engagement in MOOCs and study to what extent we could infer a student's learning effectiveness. We observe significant behavioral heterogeneity in students' course selection as well as their learning patterns. For example, students who exert higher effort and ask more questions are not necessarily more likely to get certificates. Additionally, the probability that a student obtains the course certificate increases dramatically (3 x higher) when she has one or more \",https://doi.org/10.1145/2835776.2835842;http://dx.doi.org/10.1145/2835776.2835842,Proceedings of the Ninth ACM International Conference on Web Search and Data Mining,"predictive model, online engagement, user behavior, moocs",WSDM '16,,,
ACM,Conference Paper,"Guo PJ,Reinecke K",Demographic Differences in How Students Navigate through MOOCs,2014,"The current generation of Massive Open Online Courses (MOOCs) attract a diverse student audience from all age groups and over 196 countries around the world. Researchers, educators, and the general public have recently become interested in how the learning experience in MOOCs differs from that in traditional courses. A major component of the learning experience is how students navigate through course content.This paper presents an empirical study of how students navigate through MOOCs, and is, to our knowledge, the first to investigate how navigation strategies differ by demographics such as age and country of origin. We performed data analysis on the activities of 140,546 students in four edX MOOCs and found that certificate earners skip on average 22% of the course content, that they frequently employ non-linear navigation by jumping backward to earlier lecture sequences, and that older students and those from countries with lower student-teacher ratios are more comprehensive and non-linear when navigating through the course.From these findings, we suggest design recommendations such as for MOOC platforms to develop more detailed forms of certification that incentivize students to deeply engage with the content rather than just doing the minimum necessary to earn a passing grade. Finally, to enable other researchers to reproduce and build upon our findings, we have made our data set and analysis scripts publicly available.",https://doi.org/10.1145/2556325.2566247;http://dx.doi.org/10.1145/2556325.2566247,Proceedings of the First ACM Conference on Learning @ Scale Conference,,,,,
ACM,Conference Paper,"Jiang X,Liu W,Liu J",Learning Analytics in a Blended Computer Education Course,2019,"Massive open online courses (MOOCs) have been widely used and many institutions have invested considerable effort in developing, promoting and delivering such courses. Online educational pattern, both inside and outside of the campus community, have been become more popular. In recent years, a new research agenda has emerged, focusing on predicting and explaining dropouts and MOOCs with low completion rates. However, due to different problem specifications and evaluation metrics, performing learning analytics (LA) of online education is a challenging task. The online learner has a variety of purposes, such as complete learning courses, some knowledge points in work-based learning courses, selective learning for reviewing exams, certificate-based learning, and watching videos for interest. According to users'online behavior data, it is difficult to study why so many people drop out of MOOCs. Because users have many reasons, such as not understanding, bad network connection, other things to do, and so on. This paper study was performed to analyze data of students' online activity in a blended computer education course in Northwestern Polytechnical University (NPU) to identify quantitative markers that correlate with students' performance and might be used as early warning signs for possible data-driven measures. We applied the research methodology to three online courses offered generously by the Chinese University MOOC (CUMOOC) to evaluate the effectiveness.",https://doi.org/10.1145/3397453.3397456;http://dx.doi.org/10.1145/3397453.3397456,Proceedings of the International Workshop on Artificial Intelligence and Education,,,,,
ACM,Conference Paper,"Rohloff T,Sauer D,Meinel C",Students' Achievement of Personalized Learning Objectives in MOOCs,2020,"Massive Open Online Courses (MOOCs) provide the opportunity to offer free and open education at scale. Thousands of students with different social and cultural backgrounds from all over the world can enroll for a course. This diverse audience comes with varying motivations and intentions from their personal or professional life. However, course instructors cannot offer individual support and guidance at this scale and therefore usually provide a one-size-fits-all approach. Students have to follow weekly-structured courses and their success is measured with the achievement of a certificate at the end. To better address the varying learning needs, technical support for goal-oriented and self-regulated learning is desired but very limited to date. Both learning strategies are proven to be key factors for students' achievement in large-scale online learning environments. Therefore, this paper presents a continuative study of personalized learning objectives in MOOCs to encourage goal-oriented and self-regulated learning. Based on the previously well-perceived acceptance and usefulness of the concept of personalized learning objectives, this study examines which learners select an objective and how successful they complete objectives. Concerning the learners' socio-demographic and geographical background, we could not identify any practical significant difference between students with selected learning objectives and the total course population. However, we have identified promising objective achievement rates, and we have observed a practical significant improvement of the certification rates comparing the total course population and students who selected an objective that included a graded certificate. This has also demonstrated a method for calculating more reasonable completion rates in MOOCs.",https://doi.org/10.1145/3386527.3405918;http://dx.doi.org/10.1145/3386527.3405918,Proceedings of the Seventh ACM Conference on Learning @ Scale,,,,,
ACM,Conference Paper,"Zhao Y,Davis D,Chen G,Lofi C,Hauff C,Houben GJ",Certificate Achievement Unlocked: How Does MOOC Learners' Behaviour Change?,2017,"Massive Open Online Courses (MOOCs) play an ever more central role in open education. However, in contrast to traditional classroom settings, many aspects of learners' behaviour in MOOCs are not well researched. In this work, we focus on modelling learner behaviour in the context of continuous assessments with completion certificates, the most common assessment setup in MOOCs today. Here, learners can obtain a completion certificate once they obtain a required minimal score (typically somewhere between 50-70%) in tests distributed throughout the duration of a MOOC. In this setting, the course material or tests provided after \",https://doi.org/10.1145/3099023.3099063;http://dx.doi.org/10.1145/3099023.3099063,"Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization","certificate achievement, moocs, learning analytics",UMAP '17,,,
ACM,Conference Paper,"Li X,Chang KM,Yuan Y,Hauptmann A",Massive Open Online Proctor: Protecting the Credibility of MOOCs Certificates,2015,"Massive Open Online Courses (MOOCs) enable everyone to receive high-quality education. However, current MOOC creators cannot provide an effective, economical, and scalable method to detect cheating on tests, which would be required for any certification. In this paper, we propose a Massive Open Online Proctoring (MOOP) framework, which combines both automatic and collaborative approaches to detect cheating behaviors in online tests. The MOOP framework consists of three major components: Automatic Cheating Detector (ACD), Peer Cheating Detector (PCD), and Final Review Committee (FRC). ACD uses webcam video or other sensors to monitor students and automatically flag suspected cheating behavior. Ambiguous cases are then sent to the PCD, where students peer-review flagged webcam video to confirm suspicious cheating behaviors. Finally, the list of suspicious cheating behaviors is sent to the FRC to make the final punishing decision. Our experiment show that ACD and PCD can detect usage of a cheat sheet with good accuracy and can reduce the overall human resources required to monitor MOOCs for cheating.",https://doi.org/10.1145/2675133.2675245;http://dx.doi.org/10.1145/2675133.2675245,Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing,,,,,
ACM,Conference Paper,"Li X,Chang KM,Yuan Y,Hauptmann A",Massive Open Online Proctor: Protecting the Credibility of MOOCs Certificates,2015,"Massive Open Online Courses (MOOCs) enable everyone to receive high-quality education. However, current MOOC creators cannot provide an effective, economical, and scalable method to detect cheating on tests, which would be required for any certification. In this paper, we propose a Massive Open Online Proctoring (MOOP) framework, which combines both automatic and collaborative approaches to detect cheating behaviors in online tests. The MOOP framework consists of three major components: Automatic Cheating Detector (ACD), Peer Cheating Detector (PCD), and Final Review Committee (FRC). ACD uses webcam video or other sensors to monitor students and automatically flag suspected cheating behavior. Ambiguous cases are then sent to the PCD, where students peer-review flagged webcam video to confirm suspicious cheating behaviors. Finally, the list of suspicious cheating behaviors is sent to the FRC to make the final punishing decision. Our experiment show that ACD and PCD can detect usage of a cheat sheet with good accuracy and can reduce the overall human resources required to monitor MOOCs for cheating.",https://doi.org/10.1145/2675133.2675245;http://dx.doi.org/10.1145/2675133.2675245,Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing,,,,,
IEEE,IEEE Conferences,G. Sammour; A. Al-Zoubi; A. Gladun; K. Khala; J. Schreurs,MOOCs in universities: Intelligent model for delivering online learning content,2015,"A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no conditions on attendance. Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Over the past few years several Universities facilitated partnership with MOOCs providers and are building MOOC courses, to serve as e-learning versions of their courses. Despite all the advantages offered by the MOOC courses, the current statistics show that only a very limited number of registered learners are completing the course. And the vast majority are stopping learning at an early stage. The main reason can be found in the lack of motivation of the students to pass the exams to become a certificate, because universities do not accept the certificates for credits. The aim of this paper is to study the readiness of students to take MOOC courses on one hand and the acceptance of MOOC courses in Universities. A study is conducted on two Universities, Hasselt University, Belgium and Princess Sumaya University for Technology, Jordan. The results of the study are promising, as they suggest that such virtual study programs are accepted in both Universities. However, professors in both Universities elucidate concerns on accepting the equivalence of the MOOC courses to their own courses.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7397216,2015 IEEE Seventh International Conference on Intelligent Computing and Information Systems (ICICIS),,,,,
IEEE,IEEE Conferences,C. John; T. Staubitz; C. Meinel,Took a MOOC. Got a Certificate. What now?,2019,"This Research to Practice Full Paper presents the results of a survey among the participants of our MOOC platform about the benefits of what they have learned in our courses and the benefits of the certificates that they have earned for their daily life. We often hear about the high dropout rates in Massive Open Online Courses (MOOCs). On the other hand, there is a lot of movement towards micro-credentials, online master's degrees based on MOOCs, and formal MOOC degrees. However, what is the classic MOOC clientele actually doing with their certificates? What are the reasons why successful MOOC learners put a lot of time and effort in exams and exercises? Do employers accept these certificates in application portfolios? Do they allow their employees to participate in a MOOC during their working hours? Do they pay for the certificates? Are there any differences concerning gender because women are still in the minority in science, technology, engineering and mathematics (STEM) and their career paths often hit a plateau? These questions have been on our mind since we started offering courses on our MOOC platform in 2012. We have had anecdotal evidence, for example, that a participant was helped to get a new job with a certificate from one of our courses-yet this is ultimately just hearsay. Therefore, to find out what is really going on we conducted a survey among the 187,000 registered users of our platform.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9028698,2019 IEEE Frontiers in Education Conference (FIE),,,,,
IEEE,IEEE Conferences,R. Cobos; L. Olmos,A Learning Analytics Tool for Predictive Modeling of Dropout and Certificate Acquisition on MOOCs for Professional Learning,2018,"Massive Open Online Courses (MOOCs) appeared as a proper way to provide lifelong learning for potential learners of both professional and academic settings. Industry leaders can benefit from these courses because they foster the professional development of their employees in their industry. Despite these benefits, these online courses continue to register a high dropout rate and a vast number of their learners do not acquire the certificate provided at the completion of the course. This article proposes a predictive modeling tool with several Machine Learning algorithms (for generating Predictive Models) and feature engineering in MOOCs data integrated to contribute research to this specific issue. The proposed tool predicts two situations: which learners are likely to leave the course (dropout) and which learners are expected to pass the course (certificate acquisition). The tool was tested in fifteen deliveries of seven MOOCs. Initial results provide interesting information, for instance, that the accuracy of predicting certificate acquisition is higher than the precision of predicting dropout for all algorithms.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8607541,2018 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM),,,,,
IEEE,IEEE Conferences,C. Men; X. Li; Z. Du; J. Liu; M. Li; X. Zhang,Zipf's law in MOOC learning behavior,2017,"Learners participating in Massive Open Online Courses (MOOC) have a wide range of backgrounds and motivations. Many MOOC learners sign up the courses to take a brief look; only a few go through the entire content, and even fewer are able to eventually obtain a certificate. We discovered this phenomenon after having examined 76 courses on the xuetangX platform. More specifically, we found that in many courses the learning coverage - one of the metrics used to estimate the learners' active engagement with the online courses - observes a Zipf distribution. We apply the maximum likelihood estimation method to fit the Zipf's law and test our hypothesis using a chi-square test. The result from our study is expected to bring insight to the unique learning behavior on MOOC and thus help improve the effectiveness of MOOC learning platforms and the design of courses.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8078713,2017 IEEE 2nd International Conference on Big Data Analysis (ICBDA),,,,,
IEEE,IEEE Conferences,L. Wang; E. Hemberg; U. -M. O’Reilly,"The Influence of Grades on Learning Behavior in MOOCs: Certification vs, Continued Participation",2019,"MOOCs (massive open online courses) often use comprehensive exams and homework problem sets to assess students in their overall understanding of course material. The grades students receive on these tests and assignments determine whether they complete or become certified in course material. However, beyond receiving a certification, how do grades impact the learning behavior in students? Do students who receive poor grades actively change their overall activity to improve their grades? To better understand the impact of grades, we observe overall student activity on two MITx MOOCs for certified students and students who continuously participate in MOOC assignments. We use click stream data to compile the overall activity of a student and we use points earned divided by total possible points to calculate the students' grades. We observe that students with the highest levels of activity have some of the highest grades. We also observe that the difference in activity before and after the finalization of a grade (delta-activity) have greater variation as grade increases. Finally, we observe very little changes in grades (delta-grade) for certified students when visualized against delta-activity and that continuously participating students have greater grade changes compared to certified students.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8939614,2019 IEEE Learning With MOOCS (LWMOOCS),,,,,
IEEE,IEEE Conferences,M. Abedi; A. Beikverdi,Rise of Massive Open Online Courses,2012,"With the emergence of online education, there comes a need for a dedicated method to efficiently introduce the available content to learners. Massive Open Online Courses (MOOCs) attempt to achieve this feat by taking the class experience, as it is, online. These special types of learning courses have boomed vastly in the past year, triggered by an Artificial Intelligence course offering of Stanford fellows Sebastian Thrun and Peter Norvig. MOOC is different in the aspect that they generally have deadlines and provide certificates of accomplishments. Homework assignment deadlines are mostly weekly on the topics taught in a given week. In this paper, the major MOOC organizations are introduced and their track is discussed.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6779278,2012 4th International Congress on Engineering Education,,,,,
IEEE,IEEE Conferences,J. Henno; H. Jaakkola; J. Mäkelä,From learning to e-learning to m-learning to c-learning to …?,2014,"Need for Higher Education is growing rapidly-by 2020 two thirds of all jobs will require postsecondary education [1]. The current higher education system cannot satisfy this need in many fields, e.g. Gartner predicts, that already in 2015 only a third of jobs for big data analysts can be filled [2]. The rapid development of Information and Communication Technology (ITC, IT) has changed many aspects of teaching and learning. Educational materials are moving into cloud(s) and degrees are given on-line (`Master's Degree Online Directory' lists over 90,000 programs [3]), old-fashioned Colleges and Universities with large campus, staff and high costs are getting more and more competition from numerous educational entrepreneurs, who start massive open online courses (MOOC) with millions of users/students from all around the world; they establish new on-line universities where costs of obtaining a degree are marginal compared to `brick-and-mortal' universities and which are open to nearly everyone independent of user geographical location. Until now MOOC have not yet proved their value-less than 4% of enrollees complete the courses [4] and they do not receive (yet) university diploma. But the World most prestigious technical university, MIT, has already set up a certification system - students who can master the subjects taught in MOOC receive an official certificate of completion [5]. Although these certificates will not carry the weight of a traditional MIT diploma (they will be issued by started by MIT online learning initiative called MITx), but the word `MIT' alone carries a weight. When speaking about possibilities of IT in education most speakers/writers are excitedly discussing technology-servers, communication lines, bandwidth, security (preferably all in thick cloud of technical jargon). Nearly nobody presents practical experience, suggestions and/or theories about how to teach with this new technology in order best to utilize its possibilities. The `education in the cloud' mainly consists of video clips trying to repeat the classroom experience: recorded before the old-fashioned blackboard (only nowadays it is white), where professor is presenting the same lecture what he presented in lecture hall, only now lectures are cut into 5-10 min video clips - the `mobile approach'. Is this why the old lecture halls are still needed? Rapidly increasing costs of University Education, increasing competition of educational entrepreneurs and constant increase of population of working students have made clear, that both sides of University education - teaching/learning and accrediting, giving diplomas need changes. University Education should more take into account students informal and non-formal learning, their participation in professional work - both in organization of study and in certification. In the following are considered several aspects of current situation, presented practices which authors use when teaching IT students and examined possible changes in universities teaching and certification methods.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6859641,"2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)",,,,,
IEEE,IEEE Conferences,C. H. Au; K. C. S. Lam; W. S. L. Fung; X. Xu,Using animation to develop a MOOC on Information Security,2016,"This is a set of research exploring using animation in the Massive Open Online Course (MOOC) / Small Private Online Course (SPOC) for learning information security. We established an Information Security SPOC course, with animations made of GoAnimate for learning. The course content was largely based on the standard of the Certified Information Systems Auditor (CISA) from Information Systems Audit and Control Association (ISACA). After completing the course, the students were asked to complete a questionnaire related to their learning experience, with questions to measure the satisfaction of the course and the animation, and their further comments. 128 students provided their feedback. We analyzed the relationship between the satisfaction of the course content, animation clips and intention of using MOOC / SPOC in the future. We also generate a concept map by text-mining from the feedback of the open-ended question.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7797898,2016 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM),,,,,
IEEE,IEEE Conferences,S. Farrell; A. Rucinski,A service science context in education driven by disruptive innovation and the Internet of Things,2013,"Summary form only given. Global Engineering is the last frontier in education. It creates a dilemma of providing engineering education anywhere in the World, preserving local cultural values, and applying it anywhere around the Globe. A recent Singapore Declaration [ASEE Global Forum, 2009], and consecutive World Engineering Education Forums, [1] paved the roadmap towards Global Engineering calling for practical solutions to implement the vision of a global engineer. In response to these challenges, several “disruptive innovation” [Christensen, 1995] solutions such as Massive Open Online Courses (MOOC) and Massive Open Online Laboratories (MOOL) have been introduced including the one based on the Internet of Things (IOT) and disruptive microelectronics [2]. Disruptive Microelectronics which includes embedded systems, Application Specific Integrated Circuits (ASIC), Field Programmable Gate Arrays (FPGA), and Programmable Systems On a Chip (PSOC), is one of excellent case studies of disruptive technologies (or disruptive innovation) which is defined as an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network (over a few years or decades), displacing an earlier technology. The Internet of Things is the next generation of the Internet connecting objects, not just people. Since the ultimate goal is to produce new industries globally, understanding, measuring, evaluating, and preserving the integrity of global engineering becomes fundamental. The latter is proposed to be addressed by Quality Assessment (QA) of emerging global engineering curricula and scholars involved in teaching of global engineering. For example, International Society for Engineering Education (IGIP) is one of the leaders providing international certification of scholars and one of the frontrunners in fostering engineering on line, critical for global engineering. The overall process of global engineering education addressing essential skills for engineers from any country to be competitive in an international market for engineering knowhow, with skills not longer limited to cultural sensitivity needed only for product design destined for diverse markets can be superbly captured by Service Science [Spohrer, 2008]. Service science is an interdisciplinary paradigm to the study, design, and implementation of complex systems in which specific arrangements of people and technologies take actions that provide value for others [3]. It is also a proposed academic discipline and research area that would complement multiplicity of disciplines that contribute to knowledge about service.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6644604,2013 International Conference on Interactive Collaborative Learning (ICL),,,,,
IEEE,IEEE Conferences,W. Jobe,"No university credit, no problem? Exploring recognition of non-formal learning",2014,"Massive Open Online Courses (MOOCs) are disrupting traditional, higher education and redefining how learning takes place online. These open courses typically offer some form of recognition, such as a certificate of completion and/or digital badge, to recognize, validate, and in some cases even accredit learning. A general problem with MOOCs is the uncertainty regarding the use and goals of recognition, validation, and accreditation (RVA), and participants' acceptance and perception of such techniques. This research effort addresses this problem by exploring course participants' attitudes and levels of acceptance of non-formal learning recognition compared to traditional university credit in both developed and developing countries. The actual study uses both certificates of completion and digital badges to recognize and validate learning in an introductory, university level course in web programming using HTML5/CSS. The course is available to anyone, but was specifically marketed to participants from Sweden and Kenya. Empirical data was gathered using interviews and online surveys in the course. The preliminary results are that participants from developing countries value digital recognition to a greater extent than their counterparts in Europe. However, both Swedes and Kenyans see open courses with digital recognition as a complement to traditional learning to individually construct an education.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7044389,2014 IEEE Frontiers in Education Conference (FIE) Proceedings,,,,,
IEEE,IEEE Conferences,J. Shen; M. Ye; Y. Wang; Y. Zhao,"Massive open online course (MOOC) in China: Status quo, opportunities, and challenges",2016,"The population of open education resource and online self-studying mode have been brought great and profound changes to traditional higher education system. The introduction of Massive Open Online Course (MOOC) not only presents a convenient ways to involved in top university education courses, but also proposes an alternative method to obtain university experience and credit certification. This paper gives a brief but comprehensive review of MOOC application in China including its status quo, opportunities and challenges.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7474692,2016 IEEE Global Engineering Education Conference (EDUCON),,,,,
IEEE,IEEE Conferences,P. Porouhan; W. Premchaiswadi,Behavioral Performance Evaluation and Emotion Analytics of a MOOC Course via Fuzzy Modeling,2018,"The main objective of this study is to compare and distinguish both behavioral differences and emotional changes of a group of students who ""earned a certificate"" after the end of a MOOC (Massive Open Online Course), versus another groups of students who ""dropped out"" the course unsuccessfully. To do this, a process mining process discovery technique so-called Fuzzy Miner, based on Frequency-Based and Time-Performance metrics, was applied on a set of event logs previously collected from an authentic learning environment. The resulting fuzzy graphs/models showed a significant dissimilarity between the two groups in terms of the behavioral structure and the sequence of the performed/executed tasks (and activities), the average (mean) duration of the waiting times (or inactive interval/time gaps) in addition to the emotional mood shifts and changes. The findings of the study can be beneficial to not only the MOOC course developers, but to lecturers and researchers as well, in such a way leading to higher attrition rate running online courses and syllabuses.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8612402,2018 16th International Conference on ICT and Knowledge Engineering (ICT&KE),,,,,
IEEE,IEEE Conferences,M. Sánchez,Assessing the quality of MOOC using ISO/IEC 25010,2016,"MOOC or Massive Open Online Course are a virtual training form present in the current educational landscape. Several authors raise doubts about whether these software products offer quality training, being necessary to establish instruments that certify their characteristics or guide how to approach optimization to ensure success and consolidation of this type of e-learning. This project proposes the construction of a software quality model or QM for MOOC, designed with the Individual Quality Model Construction or IQMC and the quality characteristics proposed in the catalog of ISO/IEC 25010. A set of sub characteristics, properties and quality measures will be established with the model, this QM will be an instrument or artifact to facilitate a systematic and practical evaluation with the selection of those characteristics that are considered relevant and consistent for scope and requirements of the evaluator, developer or end user.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7751803,2016 XI Latin American Conference on Learning Objects and Technology (LACLO),,,,,
IEEE,IEEE Conferences,Z. S. See; X. S. Lee; A. Brimo; H. Thwaites; L. Goodman,MOOC for AR VR Training,2018,"This paper provides a case study of massive open online course (MOOC) for augmented reality (AR) and virtual reality (VR). The research studies the obstacles, challenges and usability issues entailed in the management of a novel MOOC for AR and VR training. The electronic learning form of MOOC has been adapted and made available for a number of universities and organizations. It brings learning opportunities for university students and industrial professionals to go through online-based courses on their own pace, and some MOOCs provide certifications for specialized subjects. However, the nature of working on AR and VR requires specialized equipment such as mobile tablets with high computing capability, workstation with fast graphic processing units (GPU) and head-mount-devices (HMD). This case study investigation outlines an overview of the potential obstacles and issues with the intention of how MOOC addresses best practices and the fundamental requirements of AR and VR training.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8516514,"2018 IEEE Games, Entertainment, Media Conference (GEM)",,,,,
IEEE,IEEE Conferences,D. E. Fatumo; S. Ngwenya,Online learning platforms and their roles in influencing pass rate in rural communities of South Africa: Massive Open Online Courses(MOOCs),2020,"Online learning is largely becoming an integral part of the modern teaching methods and it continues to gain its popularity due to the availability of free and open-source resources that make learning and teaching much more interactive than ever before. This paper presents findings obtained when conducting the effects of the use of MOOCs in fostering learning and teaching strategies in rural communities of South Africa. The survey research design of descriptive nature was adopted to evaluate the awareness and usage of Massive Open Online Course (MOOCs) in Alice community, Eastern Cape, South Africa. This study also employed a quantitative approach by using a self-structured questionnaire to evoke information from the respondents. We used the Statistical Package for Social Sciences (SPSS) to analyze the data collected. The study revealed, amongst others, the efficacy of MOOCs in fostering teaching and learning in marginalized rural areas. This study concludes that MOOCs is a veritable medium for busy or less privileged individual to acquire a degree or certification. Therefore, the study recommends MOOCs platform to be fully embraced by people in marginalized rural areas, awareness programs about its usefulness should be propagated across the municipalities nationwide.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9334135,2020 2nd International Multidisciplinary Information Technology and Engineering Conference (IMITEC),,,,,
IEEE,IEEE Conferences,T. Rohloff; K. von Schmieden; C. Meinel,Students’ Satisfaction of a Design Thinking MOOC with Personalized Learning Objectives,2020,"Due to their openness and low barriers to enroll, most Massive Open Online Courses (MOOCs) offer free access to knowledge for almost everyone. This attracts a large number of learners, each with their own individual intentions and motivations to join a course. However, personal support and guidance can almost never be provided at this scale. All learners have to follow the same usually weekly structured content and the learning success is only measured by the achievement of a certificate. To overcome this one-size-fits-all approach with technical means, we introduced a tool for Personalized Learning Objectives. This enables learners to achieve more individual objectives in courses, follow different learning paths, and link their motivations and intentions to the definition of learning success. Previous studies have already examined, among other aspects, the usefulness, acceptance, and achievement rates of learning objectives in MOOCs. In this complimentary research, the satisfaction of students with and without a selected learning objective is compared in a course on topics from the field of Design Thinking.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9234349,2020 IEEE Learning With MOOCS (LWMOOCS),,,,,
IEEE,IEEE Conferences,M. Malchow; M. Bauer; C. Meinel,Embedded smart home — remote lab MOOC with optional real hardware experience for over 4000 students,2018,"MOOCs (Massive Open Online Courses) become more and more popular for learners of all ages to study further or to learn new subjects of interest. The purpose of this paper is to introduce a different MOOC course style. Typically, video content is shown teaching the student new information. After watching a video, self-test questions can be answered. Finally, the student answers weekly exams and final exams like the self-test questions. Out of the points that have been scored for weekly and final exams a certificate can be issued. Our approach extends the possibility to receive points for the final score with practical programming exercises on real hardware. It allows the student to do embedded programming by communicating over GPIO pins to control LEDs and measure sensor values. Additionally, they can visualize values on an embedded display using web technologies, which are an essential part of embedded and smart home devices to communicate with common APIs. Students have the opportunity to solve all tasks within the online remote lab and at home on the same kind of hardware. The evaluation of this MOOCs indicates the interesting design for students to learn an engineering technique with new technology approaches in an appropriate, modern, supporting and motivating way of teaching.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8363353,2018 IEEE Global Engineering Education Conference (EDUCON),,,,,
IEEE,IEEE Conferences,D. H. Johnson; P. Prandoni; P. C. Pinto; M. Vetterli,Teaching signal processing online: A report from the trenches,2013,"After years of experimentation, online teaching has gone through a phase transition with the appearance of massive open online courses (MOOCs), following the model pioneered by Salman Khan with short videos and the use of tablets. Dozens of university-level courses are now available, and followed by hundreds of thousands of online students. We report on early experiences with teaching “Fundamentals of Electrical Engineering” and “Digital Signal Processing” on an open online platform (Coursera). We address in particular: (i) suitability of online platforms for signal processing oriented topics; (ii) structuring of material for the online format; (iii) quizzes and exercises for large classes; (iv) grading methods and possible certification issues; (v) learning from teaching, forums, and data mining of students feedback.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6639382,"2013 IEEE International Conference on Acoustics, Speech and Signal Processing",,,,,
IEEE,IEEE Conferences,R. Cobos; F. Jurado,An exploratory analysis on MOOCs retention and certification in two courses of different knowledge areas,2018,"The massive quantity of learners generating information related to Massive Open Online Courses (MOOCs) make researchers analyze large datasets about the learners' profile, interaction, satisfaction, etc. and these datasets can come from multiple data sources related to the same or different courses. This paper details the conducted exploratory analysis performed with data from two different MOOCs of different knowledge areas to check the factors that influence the learners' retention and certification. The preliminary results we obtained allow us to provide some conclusions with the aim to keep researching in order to generalize our achievements.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8363434,2018 IEEE Global Engineering Education Conference (EDUCON),,,,,
IEEE,IEEE Conferences,M. Beckerle; A. Chatzopoulou; S. Fischer-Hübner,Towards Cybersecurity MOOC Certification,2021,"Especially during the COVID-19 crisis, MOOCs have become more important than ever, also for the cybersecurity domain. The certification of cybersecurity MOOCs could help promote quality aspects of MOOCs and enable their quality assessment and comparison. We conducted an online survey to analyse the role of cybersecurity MOOC certification based on proposed quality criteria for cybersecurity MOOCs and for MOOCs in general. Participants reported mixed experiences with MOOCs and largely agreed with our proposed quality criteria. This paper shows that there is a high acceptance and need for certification.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9583719,2021 IEEE European Symposium on Security and Privacy Workshops (EuroS&PW),,,,,
IEEE,IEEE Conferences,,MOOC panel - Future educational challenges in computer engineering education: Will MOOCs be a threat or an opportunity?,2014,"Summary form only given, as follows. The MOOC (massively open online course) is said to be a ""game-changer"" by The New York Times. The major MOOC platforms are the non-profit edX, supported by a consortium of universities led by MIT and Harvard; and the for-profits Coursera, launched by Stanford professors Andrew Ng and Daphne Koller, and Udacity, launched by Sebastian Thrun. These online courses are massive in scale enrolling thousands of students limited only by the technology. They are openly available at zero cost. However, some courses charge a minimum fee for the certification. The course is available online and so can be accessed remotely if there is an internet connection. They help in decentralizing the education system. This creates an internet of education. It also helps to overcome the cultural and social barriers that hindered people from accessing education. MOOCs will allow people to educate themselves based on what they want to learn. It gives them a wide range of topics to choose and learn. They can take advantage of the growing computer awareness and IT penetration. MOOCs are already a big hit in rural communities and developing countries where people don't have as much access to traditional schools and colleges. MOOCs are causing a massive shift in the way people learn and access education. In spite of these advantages, they have their share of disadvantages too. The technology is unreliable. There is a lack of interest among the governments to initiate the institutional change. Also the pace of implementation is a grave concern. People worry that this could lead to a one-way transfer of educational materials from the rich countries to the poor countries will amount to a wave of ""intellectual neo-colonialism."" Also, language is a major barrier to have a global reach. The emphasis shifts from the teacher to the teaching material. Students have to digest the information and learn by themselves. They review the content in isolation and try to learn without access to peers or professors. This makes it difficult to stay motivated. Students are also missing the traditional face-to-face interactions. Lastly, schools and employers do not take MOOCs seriously. Therefore, there is a mixed response from the educators. Some see them as an opportunity and some see them as a threat.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7082826,2014 International Conference on Field-Programmable Technology (FPT),,,,,
IEEE,IEEE Conferences,M. Malchow; J. Renz; M. Bauer; C. Meinel,Embedded smart home — remote lab grading in a MOOC with over 6000 participants,2017,"The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called ""Embedded Smart Home"" as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7934728,2017 Annual IEEE International Systems Conference (SysCon),,,,,
IEEE,IEEE Conferences,S. Murthy; J. M. Warriem; S. Sahasrabudhe; S. Iyer,"LCM: A Model for Planning, Designing and Conducting Learner-Centric MOOCs",2018,"MOOCs are expanding in popularity and scope, and several new courses are being designed and implemented in a variety of contexts. The discussion around MOOCs is growing too, however, much of that is centered around technological or certification-related issues. There are still not many advances in the pedagogical format, and many MOOCs end up being an online version of the traditional lecture format. At the same time, several problems have been reported, such as, lack of learner engagement, low participation in forums and low completion rates. To address these challenges, we present the Learner-Centric MOOC model: a prescriptive model consisting of a set of guidelines, activity formats and actions for MOOC creators. The LCM model guides instructors in conceptualizing, creating and conducting a MOOC, while maintaining a learner-centric pedagogical approach at its core. The LCM model consists of four structural elements: Learning Dialogs, Learning by Doing activities, Learning Experience Interaction and Learning Extension Trajectories, and Orchestration dynamics. In this paper, we describe the structural and dynamic aspects of the LCM model, show its application in various MOOCs and illustrate evaluation results from MOOCs based on LCM model.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8590110,2018 IEEE Tenth International Conference on Technology for Education (T4E),,,,,
IEEE,IEEE Conferences,J. J. Lohse; F. Altoe; J. Jose; A. M. Nowotarski; F. Rahman; R. C. Tuck; D. A. Joyner,The Search for the MOOC Credit Hour,2020,"Over the past decade, MOOCs have risen to prominence in part because most do not carry heavy requirements regarding accreditation, scope, and evaluation. While this has allowed MOOCs to proliferate, it has led to difficulty under-standing what completing a particular MOOC means. Individual MOOCs can vary tremendously in their quantity of content, their depth of assessment, and their mechanisms to ensure academic integrity. In order for MOOC credentials to have value in academia and the workplace, however, there must be some trust in what a particular credential means about the learner. In this work, we perform a study to understand the variety of MOOCs available, then pro¬pose a MOOC Content Matrix as a short, objective way to summarize what a particular MOOC entails and, in turn, what value its certificate gives.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9234379,2020 IEEE Learning With MOOCS (LWMOOCS),,,,,
IEEE,IEEE Conferences,A. A. Economides; M. A. Perifanou,MOOC affordances model,2018,"Although there is a great interest on MOOCs, it is not clear what a MOOC should provide to learners enabling them to achieve their objectives. This paper proposes the MOOC Affordances Model (MOOC-AM) for characterizing a MOOC. The MOOC-AM consists of eight dimensions of affordances: 1) Massiveness, 2) Openness, 3) Interaction, Communication, Cooperation & Collaboration, 4) Personalization & Adaptation, 5) Autonomy, Choice & Control, 6) Support, Scaffolding, Help, Facilitation, Assistance, Feedback & Recommendations, 7) Mobility & Ubiquity, and 8) Accreditation, Certification & Assessment. In order to illustrate the application of the MOOC-AM, MOOCs on Programming in Python were examined regarding the affordances they provide. The findings reveal that none MOOC excels in all eight affordances. Learners, educators, designers, developers, and policy makers could consider this MOOC-AM to make appropriate decisions.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8363285,2018 IEEE Global Engineering Education Conference (EDUCON),,,,,
IEEE,IEEE Conferences,Q. Zheng; X. Zhang; L. Chen,Comments on the Development of MOOCs and the Design of Core Supporting Policy in China,2016,"The development of MOOCs in China has attracted the attention from the government to colleges and universities as well as the society, which is also the key of the sustainable development of MOOCs. In this study, through data investigation, we analyzed the general situation of MOOCs, and presents the overall state of the current MOOCs in China. Based on the data of 14 domestic MOOCs platforms with 1388 courses and a survey of 41 colleges and universities, this study analyzed the institutions of the course construction, the course set modes, the course application models, and also analyzed the problems such as course certificate and credits management. Finally, from the perspective of the quality assurance system, we designed the sustainable development of MOOCs in China.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7839485,2016 International Conference on Educational Innovation through Technology (EITT),,,,,
IEEE,IEEE Conferences,J. Zengru; D. Yaping,Discussion on the innovative mixed model of Automatic control experiment MOOC teaching,2019,"The online course is a new education platform, and its credits have been gradually accepted as college credit. China University Love Course Platform can provide course certificates. At present, universities encourage teachers to teach MOOC courses, which promotes both the internationalization of higher education and the innovation of traditional teaching. However, there are several issues with the current MOOC teaching. First, there is an unbalanced low proportion of laboratory courses; Second, the offered laboratory courses mainly focus on theory, leading to the lack of experimental design and other teaching links; Third, the lack of some practical trainings, such as practical experiments and remote experiments, reduces teaching effects; Fourth, MOOC belongs to the network teaching mode. It is difficult for students to complete the MOOC course if it is not combined with offline course management,. To solve these issues, this paper designed an experiment on automatic control theory, which is a mixed teaching mode, namely the MOOC laboratory teaching + auxiliary Web online teaching platform + off-line laboratory teaching and management. It enables the students to not only take online MOOC content, also manage and download the study materials remotely. We combine online education and offline experiment teaching, thereby providing students with a variety of learning modes.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8833051,2019 Chinese Control And Decision Conference (CCDC),,,,,
IEEE,IEEE Conferences,J. S. Cross; N. Keerativoranan; M. K. J. Carlon; Y. H. Tan; Z. Rakhimberdina; H. Mori,Improving MOOC quality using learning analytics and tools,2019,"Assessing the quality of MOOCs is an important issue for learners since learners are paying fees for accessing the content (e.g. graded assignments), certificates of completion and for course credit. One of the unique advantages of online courses is that all the content can be assessed and analyzed even before the courses are released using various learning analytical and natural language processing tools. However, to date there are few studies in the literature published on the analysis of MOOC content. Furthermore, MOOC providers expect the course developers to periodically revise their MOOCs. Various types of analysis that can be done on the course text, video transcripts and assessments such as readability, listenability, videolytics, and text analysis. By analyzing the course content before its release, the content can be adjusted to target various learners. Subsequently, the same techniques can be used to analyze the discussion board posts and post-course survey to identify areas in a course that need to be modified in to order to improve the course quality for subsequent release. In this paper natural language processing and MOOC analytics were applied to several MOOCs to identify areas for revision to enhance their quality.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8939617,2019 IEEE Learning With MOOCS (LWMOOCS),,,,,
IEEE,IEEE Conferences,A. Jagetiya; R. K. Challa; G. Prashanthi,MOOCs: Education for All– On Going Development in India,2018,"It is evident, that the number of qualified teachers is less but the number of students willing to learn new technologies is increasing tremendously. Therefore, it is desired that alternative methods should be adopted to reduce the gap between the required number of qualified teachers and the actually available. As the technology is evolving rapidly, Massively Open Online Courses (MOOCs) appears to be an imminent concept which allows the students to use the IT infrastructure to learn while sitting at their home or workplace. MOOCs help the students to nurture problem-solving capabilities in them with the help of a plethora of online courses in diverse fields. Learners can choose courses of their interest and acquire a certificate of the same. This paper explores the concept and benefits of MOOCs in today's scenario, its advantages like freedom from geographic boundaries, flexibility, optimal cost, better educational outcomes. Further, this paper highlights challenges and limitations towards implementing MOOCs such as the dearth of infrastructure in developing countries, absence of proper assessment method, invalidity of such courses in conventional degree level programs, lack of practical sessions, and dropout rate. Significant developments in the field of MOOCs are ongoing in India under the banner of Ministry of Human Resource Development's project SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds). Nature Journal survey has shown that India ranked second in the world to access MOOCs services. Indian Institute of Bombay and Indian Institute of Kharagpur started a program called T10KT (Train 10 Thousand (K) Teachers) to conduct large-scale teachers training and E-learning awareness program. This paper wraps up with some other developments implementing MOOCs in India with some pragmatic case studies.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8747144,"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)",,,,,
IEEE,IEEE Conferences,R. Cabedo; E. Tovar; S. Martín; M. Llamas; M. Caeiro; O. Martínez; R. Strachan; M. Castro; S. Reisman,Who are Interested in Open Education? An Analysis of the Participants in the First MOOC of the IEEE Education Society,2018,"This paper performs a preliminary analysis of the first MOOC of the IEEE Education Society, an IEEE Free Online Course on Open Education and Open Educational Resources (OER) Repositories. The MOOC ""Foundations to Open Education and OERs repositories"" is based on providing a comprehensive understanding both of Open Education and OERs, as well as the way they are changing the educational environment. The selection of participants' features from the MOOCKnowledge data collection mainly focuses on socio-demographic issues, previous experiences with MOOCs, usefulness of the MOOC to the participants' professional, personal and academic spheres, and types of student interaction. The preliminary results show that additional efforts are needed in order to boost the enrolment of both females and people with low level of completed studies, as well as increasing the level of awareness regarding certification. The results also reveal a positive impact of the course on the participants' professional and personal spheres. Finally, the most relevant interaction for them is the learner-content interaction. On the basis of these results it can be concluded that this MOOC offers an opportunity for practitioners to take advantage of the Open Education philosophy and its subsequent application to their everyday educational environment.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8377876,2018 IEEE 42nd Annual Computer Software and Applications Conference (COMPSAC),,,,,
IEEE,IEEE Conferences,G. Psathas; P. Chalki; S. Demetriadis; A. Tsiara,Profiles and Motivations of Participants in Greek MOOC for Python Programming,2018,"This paper presents data about learners' preferences, background and learning behavior in “Introduction to programming with Python” MOOC, offered in Autumn 2017. After the 6-week duration of the course, data collected through questionnaire and the MOOC's platform log files. The results showed that learners taking part in such MOOCs hold at least a Bachelor's or a Master's degree, and their age is between 26 and 45. The course's certificate acts as a motivational factor for learners to finish the course, and also as participation in activities forecast. It has also been observed that the most prominent reason for learners to participate in the MOOC was their current or future working career development.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8534636,2018 Learning With MOOCS (LWMOOCS),,,,,
IEEE,IEEE Conferences,C. Isidro; R. M. Carro; A. Ortigosa,Dropout Detection in MOOCs: An Exploratory Analysis,2018,"The presence of MOOCs has increased exponentially in the context of distance education. However, many students who enroll in this type of courses drop out before completion. Several circumstances may cause dropout at any stage of the course and, in any case, before getting the certificate. Some students are not able to follow the course, others fail in the exams and leave, others only aim at getting a general overview of the course contents, others take all the activities but the final test, because of being interested in gaining knowledge but not in obtaining the certificate, etc. For this reason, it is interesting to analyze and understand the behavior of each student while interacting with the course. In this direction, the goal of this work is to predict whether a student will abandon a MOOC before completing it, so that it is possible to intervene accordingly, by warning the teacher about the dropout risk, notifying the student about this risk, etc. Different machine learning techniques have been tested with real data of a MOOC supported by EdX at UAM. In this article, the results of the work carried out in this direction are presented.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8586748,2018 International Symposium on Computers in Education (SIIE),,,,,
IEEE,IEEE Conferences,S. Miranda; G. R. Mangione; F. Orciuoli; M. Gaeta; V. Loia,Automatic generation of assessment objects and Remedial Works for MOOCs,2013,"In the MOOC environments, the students feel to be alone in the process of choosing courses leading to their learning needs and work objectives. They perceive also to be controllers of their progresses with respect to calendars, fruition, assessment results. Students come into the MOOC environments to develop or enhance professional competences, to earn formative credits and to achieve certifications to get more employment opportunities, but the statistics underline high level of drop-out and few released useful credits and final certifications. These problems are mainly related to the difficulty to guarantee the “teaching presence” in courses with thousands of learners having different background and to the ineffective assessment methods for a meaningful learning process looking at the objectives and giving feedbacks for individual learning paths construction. The work, in particular, exploits the adaptation and personalization features of IWT platform in order to provide ARWE (Adaptive Remedial Work Environment) in order to fill the lack of a one-to-one tutoring mitigating the drop-out problem in MOOCs. The main original contribution of this work concerns the definition of an approach to automatically generate quizzes, exploiting a semantic-based method, in order to populate the e-Testing tool existing in ARWE, decreasing, de facto, the effort for instructors in the assessment authoring phase.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6671018,2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET),,,,,
IEEE,IEEE Conferences,I. Simonics,Place and role of K-MOOC in Hungarian and Trans-border Education,2019,Our University established Carpathian Basin Online Educational Centre: K-MOOC - abbreviation is according to the Hungarian name: Kárpát-Medencei Online Oktatási Centrum - to start Hungarian language online courses for people living in Carpathian Basin and all over the World speaking Hungarian. K-MOOC provides online courses with credit points or Certificate for students of Hungarian speaking Higher Education Institutes (HEI) and Life Long Learning as well. Members of this Network are Hungarian or Trans-border Hungarian speaking HEIs. These equal members are elaborating online eLearning courses as a free of charge service and their students can join this courses provided by any member of Network. The partner institutes recognize the credit points received by their students according to the European Credit Transfer System and rules accepted by partner HEIs. The paper summarizes the results and successful story of K-MOOC.,https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8725102,2019 IEEE Global Engineering Education Conference (EDUCON),,,,,
IEEE,IEEE Conferences,S. Nahhas; O. Bamasag; M. Khemakhem; N. Bajnaid,Leveraging Linked Data to Propel Competency-Based Education Based on Labour Skills,2019,"Recently, there is a debate on the credentials that is more important for the individuals; their education and certificates or their competences and skills. Competency-based education (CBE) is a paradigm that can combine the both benefits. Linked data technology has potentials that help education to be more oriented towards CBE by linking the education with competences fields such as labour. However, that needs the education courses to be updated according to labours' demands which require lifelong learning to make individuals kept up with the emerging competences and technologies. CBE and lifelong learning are related to open education such as OCWs, MOOCs and OERs; since MOOCs for example give the chance to learn from the industry leaders which is very effective for CBE and can be acquired anytime. Also, open education is more responsive to the emerging demands of labour. Based on that, traditional universities have a possibility to update their courses based on the CBE rather than starting from scratch. Therefore, making mutual integration between traditional and open education courses based on labours' competences can offer an opportunity to go towards CBE. In this paper we propose a novel approach to refine education courses to be more oriented towards CBE by this mutuality integration. Input to this approach is the course information and the output is lists of candidate competences concepts that a course designer can use to refine current courses' topics and learning outcomes based on labour skills. Also developing a new metrics is suggested based on conducting some statistics to measure the importance of the concept regarding the CBE and measure how much the whole course is related to the labour needs. Lastly, developing a bridged model based on the competences concepts to be as anchors is suggested to provide links to the related OERs and related courses from MOOCS/OCWs.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8769503,2019 2nd International Conference on Computer Applications & Information Security (ICCAIS),,,,,
IEEE,IEEE Conferences,P. Mareca; B. Bordel,"Students Profiles and their Behavior in MOOC Platforms, MIRIADAX Platform",2019,"Massive Online Open Courses (MOOC) have revolutionized the relation between higher education institutions and society. Through web platforms, universities and other institutions offer content and courses where any student can enroll. With this new approach, much knowledge that previously was only accessible to official students paying, in general, expensive fees, is now accessible to any citizen for free. In addition, institutions of higher education usually grant a certificate to students who passed the course. However, this divulgative and massive open approach also creates some distortions. In particular, the management of MOOC courses is a task of extreme complexity, due to the mixture of a large number of very different student profiles, and the combination of nonaligned interests. As a consequence, the dropout rate in these courses is higher than 70% in most courses. In any case, before proposing any solution, it is necessary to analyze and study the current situation in a systematic and scientific way. Therefore, this article describes an experience carried out jointly by professors from the Universidad Politécnica de Madrid (UPM, Spain) and the University of Tras os Montes e Alto Douro (Portugal), based on the creation and teaching of a MOOC course focused on domotics and Arduino technologies, accessible on the MiriadaX platform. This study focuses on the academic results obtained, and the different profiles of students that have been identified in the 2018 academic year.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8760696,2019 14th Iberian Conference on Information Systems and Technologies (CISTI),,,,,
IEEE,IEEE Conferences,L. Liu,English Teaching Model Research Based on Network MOOC,2016,"English teaching platform is established based on the MOOC with the focus on learning database construction for the non-English major students in colleges. The platform could be divided into five systems such as independent learning system, resource management system, teaching management system, evaluation feedback system and certification system. This model focused on study and online autonomous learning function. The experimental results prove the validity and feasibility of teaching model based on network MOOC. The proposed teaching model would help to enhance the students' learning enthusiasm and improve their English practical ability if it is applied in English teaching properly.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7825071,2016 International Conference on Smart City and Systems Engineering (ICSCSE),,,,,
IEEE,IEEE Conferences,R. Cardoso; M. Santos; H. Fernandes; V. Negîrneac; A. M. Santos,A MOOC with an e-lab remotely controlled experiment: student behaviour analysis,2019,"A careful analysis regarding the characteristics and behaviours of the participants enrolled in the MOOC ""Experimental Physics: Electromagnetism"" was performed. This MOOC Técnico course related to electromagnetism differs from the remaining courses because it includes a strong laboratorial component which challenges students to understand and analyse experimental data collected during the course. With the present analysis, we intended to study the participants' background, understand what they aim to achieve by enrolling the course and how the nature of its contents and activities affects their overall success. In more detail, we determined how the inclusion of activities such as hands-on experiments, operation of remote laboratories and open questions with peer review evaluations affect the dropout rates and the evaluations obtained by the students. This information is crucial to tailor the course to the student's needs, ultimately improving the course quality and the student's learning experience. To achieve this, data regarding the students characteristics and the number of active participants for the different course stages was collected. The results showed a large participation of people from outside the Técnico Lisboa (IST) community (enrolled students, teachers, researchers, staff, alumni) and a high variety of academic paths inside it. These also made clear that a considerable amount of the enrolled participants dropped out of the course as soon as the proposed tasks became more demanding. However, the remaining students continued committed and completed the following exercises, independently of their nature or complexity. These students were mostly able to complete the course with a good final evaluation and receive the final certificate.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8876472,2019 5th Experiment International Conference (exp.at'19),,,,,
IEEE,IEEE Conferences,X. Zhao; S. Shen,Research on Behavior Patterns of School Administrators in the MOOC of ICT Leadership,2019,"ICT leadership of the school administrators is an important factor which would affect the school ICT development. However, theoretical research on ICT leadership training has been not common. Based on MOOC platform, this paper designed an ICT leadership online course, and discussed the learning behavior patterns of administrators in the course of learning the course. Besides, the learning behavior data generated in the MOOC platform was analyzed by content analysis and lag sequence analysis. This study found that the behavior of learning course content was the main learning behavior of learners, but this behavior had no significant relationship with other behaviors. Learners could actively participate in discussion in the forum, but the interaction was largely for the purpose of getting good grades. Active learners were always able to participate in unit tests repeatedly, submitted homework on time and carried out peer reviews, so as to obtain the certificate.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9049595,2019 Twelfth International Conference on Ubi-Media Computing (Ubi-Media),,,,,
IEEE,IEEE Conferences,Ramneet; D. Gupta; M. Madhukar,Bibliometric Analysis of MOOC using Bibliometrix Package of R,2020,"As a growing academic approach, MOOCs have gained widespread attention through academic courses. There are many MOOC platforms available like Udemy, Udacity, Coursera, Swayam, Khan Academy and EdX. All these platforms provide free as well as paid courses. These types of certifications help in boosting the career of the learners. A strong recommendation system is the need of the day for these types of platforms that will guide learners in selecting the appropriate course according to their levels. In this paper, 1511 journal articles have been selected through the Scopus database from 2012 to 2020. This study uses a bibliometric analysis method to visualize the knowledge network analysis with the help of the Biblioshiny tool of R software.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9397952,2020 IEEE International Women in Engineering (WIE) Conference on Electrical and Computer Engineering (WIECON-ECE),,,,,
IEEE,IEEE Conferences,F. P. Oganda; N. Lutfiani; Q. Aini; U. Rahardja; A. Faturahman,Blockchain Education Smart Courses of Massive Online Open Course Using Business Model Canvas,2020,"With the development of internet technology, online education, a new model of education, has been very popular. However, this mode of education still has many problems in terms of credibility, credit certification and certificates, student privacy, and various courses. The accepted question addressed was whether universities would discuss blockchain technology differently from traditional research and education. Through a research approach, literature summary and case analysis as well as Business Model Canvas which provides three theoretical contributions and guidance on what Blockchain is by taking sponsored studies. This study shows the results that integrating blockchain technology with the MOOC-based Smart Program Education platform is a trend that is promised on the Internet of online education development. The conclusion can provide a critique of the technical features and basic applications of Blockchain and provide solutions to online education problems based on Blockchain technology. Assistance, discussion, discussion on blockchain and discussion on how educational institutions work must be approved by Blockchain technology as digital technology, so that more can be expected in prototypes and will be developed to provide a better replacement.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9320789,2020 2nd International Conference on Cybernetics and Intelligent System (ICORIS),,,,,
IEEE,IEEE Conferences,Z. Liu; C. Yang; X. Peng; J. Sun; S. Liu,Joint Exploration of Negative Academic Emotion and Topics in Student-Generated Online Course Comments,2017,"Currently, with the increasing advancement of interactive learning technologies in MOOCs, a large number of student-generated comments (SGCs) have been substantially produced with two primary emotions (positive and negative). The emotional orientations are typically related with specific learning topics or aspects discussed, which is of value to offer abundant academic feedbacks for teachers and developers. Especially, the negative emotion and topics can be exploited to get an in-depth insight of the problems and barriers encountered by learners in online learning. However, it is challenging to capture relevant details from unstructured SGCs. In this paper, we propose a generative probabilistic model that extends Sentence-LDA (SLDA), namely Emotion Topic Joint Probabilistic Model (ETJM), to explore negative opinions in terms of pairs of which we call emo-topic. The model first automatically extracts the sentences with the high negative emotion density (NED), and then incorporates emotion and topic together to explore negative emotional feedbacks towards topics. The experimental results show that learners extended some negative comments towards the issues about learning content, online assignments and certificates of courses. The summarization of these issues can be given back to teachers to regulate and improve the teaching methods, strategies and design of learning contents.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8308514,2017 International Conference of Educational Innovation through Technology (EITT),,,,,
IEEE,IEEE Conferences,,Welcome to LWMOOCS 2018,2018,"Welcome to Madrid and the 2018 Learning with MOOCs conference. As President-Elect of the IEEE Education Society, I am excited that you have come together to talk about the challenges in delivering education to students across wide geographical areas and with potentially very diff erent backgrounds. Technology has changed the way information is gathered, presented, and delivered. While there is still a place for face-to-face instruction and mentorship, massively open online courses enable educators to change the lives of many people that may not be able to attend traditional educational institutions. And, MOOCs provide convenient continuing education to employees of multi-national corporations, professional certifi cations for career enhancement, and serve as an educational platform for many that simply want to broaden their knowledge in a non-formal setting.",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8534643,2018 Learning With MOOCS (LWMOOCS),,,,,
IEEE,IEEE Magazines,S. J. Frank,Review: MITx's online circuit and analysis course [Education],2012,"MIT's anant agarwal has a thing for chain saws. The professor of electrical engineering and computer science said so himself as he welcomed his vast horde of online students. And it was a horde: More than 150 000 of us from dozens of countries had signed up for MIT’s inaugural MOOC, or massively open online course, which began in early March and ended in June. The course, dubbed 6.002x, was an adaptation of MIT’s undergraduate class in circuit design and analysis and was part of the university’s MITx initiative, which aims to offer anyone with an Internet connection access to a selection of its courses. Participants were lured by some powerful enticements: MIT’s prestige, the opportunity to learn from a renowned professor, and the price-free. Although MIT has made course materials publicly available for over a decade, this is its first online class involving scheduled instruction, supervision, and testing. Only participants who formally signed up for the 6.002x course were eligible to earn a credential certifying successful completion; MIT has not announced when the course will be offered again. In an early recorded lecture, which",https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6281124,IEEE Spectrum,,,,,
Springer,Conference Paper,Xiao LiTing WangHuaimin Wang,Exploring N-gram Features in Clickstream Data for MOOC Learning Achievement Prediction,2017,,http://link.springer.com/chapter/10.1007/978-3-319-55705-2_26,,,,,,
Springer,Conference Paper,Christopher V. LeZachary A. PardosSamuel D. MeyerRachel Thorp,Communication at Scale in a MOOC Using Predictive Engagement Analytics,2018,,http://link.springer.com/chapter/10.1007/978-3-319-93843-1_18,,,,,,
Springer,Conference Paper,José A. Ruipérez-ValienteRuth CobosPedro J. Muñoz-MerinoÁlvaro AndujarCarlos Delgado Kloos,Early Prediction and Variable Importance of Certificate Accomplishment in a MOOC,2017,,http://link.springer.com/chapter/10.1007/978-3-319-59044-8_31,,,,,,
Springer,Conference Paper,Mohammad AlshehriAhmed AlamriAlexandra I. Cristea,Predicting Certification in MOOCs Based on Students’ Weekly Activities,2021,,http://link.springer.com/chapter/10.1007/978-3-030-80421-3_20,,,,,,
Springer,Conference Paper,Tiantian ZhangBo Yuan,Visualizing MOOC User Behaviors: A Case Study on XuetangX,2016,,http://link.springer.com/chapter/10.1007/978-3-319-46257-8_10,,,,,,
Springer,Conference Paper,Jamie MurphyJ. Bruce TraceyLaurel Horton-Tognazzini,MOOC Camp: A Flipped Classroom and Blended Learning Model,2016,,http://link.springer.com/chapter/10.1007/978-3-319-28231-2_47,,,,,,
Springer,Conference Paper,Sergey AvdoshinElena PesotskayaDivani Kuruppuge,A Modern Approach to MOOC Recommender Systems Using ICT Job Classification,2021,,http://link.springer.com/chapter/10.1007/978-3-030-73103-8_60,,,,,,
Springer,Conference Paper,Firas JarbouiCélya Gruson-DanielAlain DurmusVincent RocchisaniSophie-Helene Goulet EbongueAnneliese DepouxWilfried KirschenmannVianney Perchet,Markov Decision Process for MOOC Users Behavioral Inference,2019,,http://link.springer.com/chapter/10.1007/978-3-030-19875-6_9,,,,,,
Springer,Conference Paper,Su WhiteHugh DavisKate DickensManuel LeónMa Mar Sánchez-Vera,MOOCs: What Motivates the Producers and Participants?,2015,,http://link.springer.com/chapter/10.1007/978-3-319-25768-6_7,,,,,,
Springer,Conference Paper,Jia-Lian LiShu-Tong XieJun-Neng WangYu-Qing LinQiong Chen,Prediction and Learning Analysis Using Ensemble Classifier Based on GA in SPOC Experiments,2018,,http://link.springer.com/chapter/10.1007/978-3-319-93803-5_32,,,,,,
Springer,Conference Paper,Jane SinclairSara Kalvala,Engagement Measures in Massive Open Online Courses,2015,,http://link.springer.com/chapter/10.1007/978-3-319-22629-3_1,,,,,,
Springer,Conference Paper,Sébastien LalléCristina Conati,A Data-Driven Student Model to Provide Adaptive Support During Video Watching Across MOOCs,2020,,http://link.springer.com/chapter/10.1007/978-3-030-52237-7_23,,,,,,
Springer,Conference Paper,Héctor R. Amado-SalvatierraRocael Hernández Rizzardini,An Experience Using Educational Data Mining and Machine Learning Towards a Full Engagement Educational Framework,2018,,http://link.springer.com/chapter/10.1007/978-3-319-95522-3_20,,,,,,
Springer,Conference Paper,Mohammad KhalilMartin Ebner,When Learning Analytics Meets MOOCs - a Review on iMooX Case Studies,2016,,http://link.springer.com/chapter/10.1007/978-3-319-49466-1_1,,,,,,
Springer,Conference Paper,Veronika V. ZaporozhkoDenis I. ParfenovVladimir M. Shardakov,Development Approach of Formation of Individual Educational Trajectories Based on Neural Network Prediction of Student Learning Outcomes,2020,,http://link.springer.com/chapter/10.1007/978-3-030-39162-1_28,,,,,,
Springer,Conference Paper,B. AchyuthS. Manasa,Implementation of Recommendation System and Technology for Villages Using Machine Learning and IoT,2021,,http://link.springer.com/chapter/10.1007/978-981-15-5258-8_49,,,,,,
Springer,Conference Paper,Tahani AljohaniAlexandra I. Cristea,Training Temporal and NLP Features via Extremely Randomised Trees for Educational Level Classification,2021,,http://link.springer.com/chapter/10.1007/978-3-030-80421-3_17,,,,,,
Springer,Conference Paper,Seounghun KimWoojin KimHyeoncheol Kim,Learning Path Construction Using Reinforcement Learning and Bloom’s Taxonomy,2021,,http://link.springer.com/chapter/10.1007/978-3-030-80421-3_29,,,,,,
Springer,Conference Paper,Stavros DemetriadisAnastasios KarakostasThrasyvoulos TsiatsosSanti CaballéYannis DimitriadisArmin WeinbergerPantelis M. PapadopoulosGeorge PalaigeorgiouCostas TsimpanisMatthew Hodges,Towards Integrating Conversational Agents and Learning Analytics in MOOCs,2018,,http://link.springer.com/chapter/10.1007/978-3-319-75928-9_98,,,,,,
Springer,Conference Paper,Chidansh BhattMatthew CooperJian Zhao,SeqSense: Video Recommendation Using Topic Sequence Mining,2018,,http://link.springer.com/chapter/10.1007/978-3-319-73600-6_22,,,,,,
Springer,Conference Paper,Abdelkrim BendouMohamed-Amine AbracheChihab Cherkaoui,Contribution of Pedagogical Agents to Motivate Learners in Online Learning Environments: The Case of the PAOLE Agent,2018,,http://link.springer.com/chapter/10.1007/978-3-319-74500-8_32,,,,,,
Springer,Conference Paper,Raghad Al-ShabandarAbir HussainAndy LawsRobert KeightJanet Lunn,Towards the Differentiation of Initial and Final Retention in Massive Open Online Courses,2017,,http://link.springer.com/chapter/10.1007/978-3-319-63309-1_3,,,,,,
Springer,Conference Paper,Maroi AgrebiMondher SendiMourad Abed,Deep Reinforcement Learning for Personalized Recommendation of Distance Learning,2019,,http://link.springer.com/chapter/10.1007/978-3-030-16184-2_57,,,,,,
Springer,Conference Paper,Aurona GerberMachdel Matthee,Design Thinking for Pre-empting Digital Disruption,2019,,http://link.springer.com/chapter/10.1007/978-3-030-29374-1_62,,,,,,
Springer,Conference Paper,SakshiChetan SharmaVinay KukrejaDivpreet Kaur,Cause Analysis of Students’ Dropout Rate Using PSPP,2022,,http://link.springer.com/chapter/10.1007/978-981-16-2354-7_41,,,,,,
Springer,Conference Paper,Yuefeng DuAngzhi LiuXiaoguang LiBaoyan Song,PS-LDA: A Course Item Model for Tutorial Personalized Recommendation,2020,,http://link.springer.com/chapter/10.1007/978-3-030-60029-7_7,,,,,,
Springer,Conference Paper,Adolfo Ruiz-CallejaLuis P. PrietoTobias LeyMaría Jesús Rodríguez-TrianaSebastian Dennerlein,Learning Analytics for Professional and Workplace Learning: A Literature Review,2017,,http://link.springer.com/chapter/10.1007/978-3-319-66610-5_13,,,,,,
Springer,Conference Paper,Pradnya V. KulkarniSunil RaiRohini Kale,Recommender System in eLearning: A Survey,2020,,http://link.springer.com/chapter/10.1007/978-981-15-0790-8_13,,,,,,
Springer,Conference Paper,Kaye E. Basford,Beyond the Statistical Fringe,2014,,http://link.springer.com/chapter/10.1007/978-1-4939-0603-1_5,,,,,,
Springer,Conference Paper,Antonio LaganàGabor TerstyanszkyJens Krüger,Open Molecular Science for the Open Science Cloud,2017,,http://link.springer.com/chapter/10.1007/978-3-319-62398-6_3,,,,,,
Springer,Conference Paper,Jiehan ZhouJukka RiekkiMätti HämäläinenPasi MattilaXinguo YuXiwei LiuWeishan Zhang,China-Finland EduCloud Platform Towards Innovative Education,2018,,http://link.springer.com/chapter/10.1007/978-3-319-92753-4_14,,,,,,
Springer,Conference Paper,J. NarenVithya GanesanP. GayathiriK. K. DhivyhalakshmiPraveena Ramalingam,A Machine Learning Model for Predicting Academic Performance of Students Through Internet Usage,2021,,http://link.springer.com/chapter/10.1007/978-981-15-8752-8_32,,,,,,
Springer,Conference Paper,Sabine Siemsen,"Learning, Knowledge and Competence in Global Online-Universities: How Terminology Shapes Thinking",2015,,http://link.springer.com/chapter/10.1007/978-3-319-22629-3_3,,,,,,
Springer,Article,Josh GardnerChristopher Brooks,Student success prediction in MOOCs,2018,,http://link.springer.com/article/10.1007/s11257-018-9203-z,,,,,,
Springer,Article,Caixia LiuDi ZouXieling ChenHaoran XieWai Hong Chan,A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019),2021,,http://link.springer.com/article/10.1007/s12564-021-09692-y,,,,,,
Springer,Article,Giora AlexandronLisa Y. YooJosé A. Ruipérez-ValienteSunbok LeeDavid E. Pritchard,"Are MOOC Learning Analytics Results Trustworthy? With Fake Learners, They Might Not Be!",2019,,http://link.springer.com/article/10.1007/s40593-019-00183-1,,,,,,
Springer,Article,Mohammad AlshehriAhmed AlamriAlexandra I. CristeaCraig D. Stewart,Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs,2021,,http://link.springer.com/article/10.1007/s40593-021-00246-2,,,,,,
Springer,Article,Mourdi YoussefSadgal MohammedEl Kabtane HamadaBerrada Fathi Wafaa,A predictive approach based on efficient feature selection and learning algorithms’ competition: Case of learners’ dropout in MOOCs,2019,,http://link.springer.com/article/10.1007/s10639-019-09934-y,,,,,,
Springer,Article,Theodore FrickCesur Dagli,MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests,2016,,http://link.springer.com/article/10.1007/s10758-016-9288-6,,,,,,
Springer,Article,Sir John DanielEsteban Vázquez CanoMercè Gisbert Cervera,The Future of MOOCs: Adaptive Learning or Business Model?,2015,,http://link.springer.com/article/10.7238/rusc.v12i1.2475,,,,,,
Springer,Article,Eyal RabinYoram M. KalmanMarco Kalz,An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs,2019,,http://link.springer.com/article/10.1186/s41239-019-0144-3,,,,,,
Springer,Article,Shivangi GuptaA. Sai Sabitha,Deciphering the attributes of student retention in massive open online courses using data mining techniques,2019,,http://link.springer.com/article/10.1007/s10639-018-9829-9,,,,,,
Springer,Article,Meg Leta JonesLucas Regner,Users or Students? Privacy in University MOOCS,2016,,http://link.springer.com/article/10.1007/s11948-015-9692-7,,,,,,
Springer,Article,Dimitrios KravvarisKatia Lida KermanidisGeorgios Ntanis,How MOOCs Link with Social Media,2016,,http://link.springer.com/article/10.1007/s13132-014-0219-2,,,,,,
Springer,Article,Seema RawatDeepak KumarPraveen KumarChhaya Khattri,A systematic analysis using classification machine learning algorithms to understand why learners drop out of MOOCs,2021,,http://link.springer.com/article/10.1007/s00521-021-06122-3,,,,,,
Springer,Article,Sa’ar Karp GershonJosé A. Ruipérez-ValienteGiora Alexandron,Defining and measuring completion and assessment biases with respect to English language and development status: not all MOOCs are equal,2021,,http://link.springer.com/article/10.1186/s41239-021-00275-w,,,,,,
Springer,Article,,Abstracts from the 2016 Society of General Internal Medicine Annual Meeting,2016,,http://link.springer.com/article/10.1007/s11606-016-3657-7,,,,,,
Springer,Article,Mie BuhlLars Birch Andreasen,Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning,2018,,http://link.springer.com/article/10.1007/s11159-018-9716-z,,,,,,
Springer,Article,Eva GrillMartin MüllerUlrich Mansmann,Health—exploring complexity: an interdisciplinary systems approach HEC2016,2016,,http://link.springer.com/article/10.1007/s10654-016-0183-1,,,,,,
Springer,Article,Ling QiuLinkai Qi,E-learning assessment for tourism education LISREL assisted intercultural tourism perception and data integrated satisfaction perspectives,2020,,http://link.springer.com/article/10.1007/s12528-019-09223-0,,,,,,
Springer,Article,Marta ZorrillaMariana de Lima Silva,Sociograms: An Effective Tool For Decision Making in Social Learning,2019,,http://link.springer.com/article/10.1007/s10758-019-09416-7,,,,,,
Springer,Article,Mario D. ChavezHéctor G. CeballosFrancisco J. Cantu-Ortiz,A data analytics approach to contrast the performance of teaching (only) vs. research professors,2020,,http://link.springer.com/article/10.1007/s12008-020-00713-5,,,,,,
Springer,Article,Glyn HughesChelsea Dobbins,The utilization of data analysis techniques in predicting student performance in massive open online courses (MOOCs),2015,,http://link.springer.com/article/10.1186/s41039-015-0007-z,,,,,,
Springer,Article,Dhruvil ShahDevarsh PatelJainish AdesaraPruthvi HinguManan Shah,Integrating machine learning and blockchain to develop a system to veto the forgeries and provide efficient results in education sector,2021,,http://link.springer.com/article/10.1186/s42492-021-00084-y,,,,,,
Springer,Article,,Abstracts of the 15th International Congress of the European Geriatric Medicine Society,2019,,http://link.springer.com/article/10.1007/s41999-019-00221-0,,,,,,
Springer,Article,Dhruvil ShahDevarsh PatelJainish AdesaraPruthvi HinguManan Shah,Exploiting the Capabilities of Blockchain and Machine Learning in Education,2021,,http://link.springer.com/article/10.1007/s41133-020-00039-7,,,,,,
Springer,Article,Ross M. HigashiChristian D. SchunnJesse B. Flot,Different underlying motivations and abilities predict student versus teacher persistence in an online course,2017,,http://link.springer.com/article/10.1007/s11423-017-9528-z,,,,,,
Springer,Article,Maha BaliAutumm Caines,"A call for promoting ownership, equity, and agency in faculty development via connected learning",2018,,http://link.springer.com/article/10.1186/s41239-018-0128-8,,,,,,
Springer,Article,Eddie BlassPeter Hayward,Innovation in higher education; will there be a role for “the academe/university” in 2025?,2014,,http://link.springer.com/article/10.1007/s40309-014-0041-x,,,,,,
Springer,Article,,International EcoHealth One Health Congress 2016,2016,,http://link.springer.com/article/10.1007/s10393-016-1182-0,,,,,,
Springer,Article,,Proceedings from the 12th Annual Conference on the Science of Dissemination and Implementation,2020,,http://link.springer.com/article/10.1186/s13012-020-00985-1,,,,,,
Springer,Article,Arthur Tatnall,"Editorial for EAIT issue 1, 2021",2021,,http://link.springer.com/article/10.1007/s10639-020-10423-w,,,,,,
Springer,Article,Jorge MiguelSanti CaballéFatos XhafaJosep Prieto,Security in online web learning assessment,2015,,http://link.springer.com/article/10.1007/s11280-014-0320-2,,,,,,
Springer,Article,Bhavik K. Pathak,Emerging online educational models and the transformation of traditional universities,2016,,http://link.springer.com/article/10.1007/s12525-016-0223-4,,,,,,
Springer,Article,Michael YeomansBrandon M. StewartKimia MavonAlex KindelDustin TingleyJustin Reich,The Civic Mission of MOOCs: Engagement across Political Differences in Online Forums,2018,,http://link.springer.com/article/10.1007/s40593-017-0161-0,,,,,,
Springer,Article,,"2013 In Vitro Biology Meeting. June 15 – 19, Providence, Rhode Island",2013,,http://link.springer.com/article/10.1007/s11627-013-9541-9,,,,,,
Springer,Article,Janja Komljenovic,The future of value in digitalised higher education: why data privacy should not be our biggest concern,2020,,http://link.springer.com/article/10.1007/s10734-020-00639-7,,,,,,
Springer,Article,,SPR 2018,2018,,http://link.springer.com/article/10.1007/s00247-018-4130-z,,,,,,
Springer,Article,Dana-Kristin Mah,Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education,2016,,http://link.springer.com/article/10.1007/s10758-016-9286-8,,,,,,
Springer,Article,Rajiv SrivastavaGirish Keshav PalshikarSaheb ChaurasiaArati Dixit,What’s Next? A Recommendation System for Industrial Training,2018,,http://link.springer.com/article/10.1007/s41019-018-0076-2,,,,,,
Springer,Article,Masanori YamadaSatoshi KitamuraHideya MatsukawaTadashi MisonoNoriko KitaniYuhei Yamauchi,Collaborative filtering for expansion of learner’s background knowledge in online language learning: does “top-down” processing improve vocabulary proficiency?,2014,,http://link.springer.com/article/10.1007/s11423-014-9344-7,,,,,,
Springer,Article,Omiros IatrellisTheodor PanagiotakopoulosVassilis C. GerogiannisPanos FitsilisAchilles Kameas,Cloud computing and semantic web technologies for ubiquitous management of smart cities-related competences,2021,,http://link.springer.com/article/10.1007/s10639-020-10351-9,,,,,,
Springer,Article,Hungwei TsengYu-Chun KuoEamonn Joseph Walsh Jr.,Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement,2020,,http://link.springer.com/article/10.1007/s11423-020-09774-5,,,,,,
Springer,Article,Bengi BirgiliFatma Nevra SeggieEbru OÄŸuz,The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis,2021,,http://link.springer.com/article/10.1007/s40692-021-00183-y,,,,,,
Scopus,Article,"Levine I.A., Gerk C.L., G—mez S.M., Nalley J.O., Nalley M.M.",The Algae Foundation¨ and Algae Technology Educational Consortium,2021,"The Algae Foundation established in February 2013 has developed a diverse portfolio of algal-based education and workforce development programs covering education levels from kindergarten through college, aquaculture extension, and free online courses. The Algae Foundation created the Algae Technology Educational Consortium (ATEC) with five major foci including community college certificate program in algae cultivation; community college curriculum adopted for algal biotechnology degree programs; Algal Massive Open Online Courses (Algal MOOCs); Algae Academy, a kindergarten to 12th grade STEM curriculum initiative; and aquaculture extension education through the Algae Cultivation Extension Short courses (ACES). The results include the education and training of over 102,000 students, aquaculturists, entrepreneurs, and bioeconomy-based professionals aged 8Ð75 years in all 50 U.S. states and 66 countries. ATEC has completed agreements with 21 community colleges and universities located in Arizona, California, Connecticut, Hawaii, Louisiana, Maine, New Mexico, North Carolina, Oregon, Texas, and Washington. The first ATEC-sponsored certificate degree program graduation was in May 2018. The Algae MOOC #1 has had over 15,752 students enrolled. ATEC initiated the Algae Academy in spring 2016 in Carlsbad, CA, and expanded to serving over 34,000 students in 46 states during the academic year 2019Ð2020. ACES has enrolled over 1,550 students from 66 countries. © 2021 The Authors. Journal of the World Aquaculture Society published by Wiley Periodicals LLC on behalf of World Aquaculture Society.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108167961&doi=10.1111%2fjwas.12817&partnerID=40&md5=bc7b59721986d9a0b68a12400af01b02,Journal of the World Aquaculture Society,John Wiley and Sons Inc,,,,
Scopus,Article,"Gleason K.T., Commodore-Mensah Y., Wu A.W., Kearns R., Pronovost P., Aboumatar H., Dennison Himmelfarb C.R.",Massive open online course (MOOC) learning builds capacity and improves competence for patient safety among global learners: A prospective cohort study,2021,"Background: Education about patient safety has historically been limited in health professionals curricula and largely inaccessible to the general public. We developed a massive open online course (MOOC), The Science of Safety in Healthcare, to present the foundational patient safety principles to a broad global audience of health professionals, learners, and patients interested in patient safety. Objectives: To describe the Science of Safety in Healthcare MOOC, its effects on patient safety competence, and the satisfaction of course participants. Methods: The five-week video-based course was delivered in 2013 and 2014, and was organized in five modules: 1) overview of science of safety and safety culture, 2) enabling and contextual factors that influence patient safety and quality, 3) methods to improve safety and quality, 4) translating evidence intro practice and leading change, and 5) summary and opportunities for capacity building. Each module had three or four segments. Participants were introduced to key concepts, and tools and skills to promote patient safety. Participants completed the Health Professional Education in Patient Safety Survey (H-PEPSS), which measures patient safety competence, and a course satisfaction survey. Pre- and post- course H-PEPSS scores were compared using paired t-tests. Course satisfaction surveys were administered at the completion of the course and six months later. Results: A total of 20,957, and 9679 participants enrolled in the course in 2013 and 2014, respectively. About half of participants were 25Ð44 years old (57%), and female (54%). Participants joined from over 100 countries. The majority were health professionals (61%) or health professionals in training (7%). Mean H-PEPSS scores improved after course completion, with significant increases on all survey domains in both years (p < 0.01). Mean score differences were: Teamwork 0.68 (95% CI: 0.64, 0.71), Communication 0.70 (95% CI: 0.66, 0.73), Managing Risk 0.79 (95% CI: 0.76, 0.82), Human Environment 0.64 (95% CI: 0.61, 0.68), Recognizing and Responding 0.64 (95% CI: 0.61, 0.68), and Culture 0.72 (95% CI: 0.68, 0.75). About 8% of participants in each cohort earned a certificate of completion. At 6-months post-course, the majority of the participants agreed or agreed strongly that the course content was useful (93%) and that the course positively influenced their clinical practice (69%) and communication (84%). Conclusions: The MOOC course allowed educators to reach a large, diverse audience. The course was well-received and participants reported a significant increase in patient safety competence. As with most MOOCs, rates of completion were low. © 2021 Elsevier Ltd",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107053275&doi=10.1016%2fj.nedt.2021.104984&partnerID=40&md5=1b803e403e09390902c7a01bfce06d80,Nurse Education Today,Churchill Livingstone,,,,
Scopus,Conference Paper,"Liu Z., Mu R., Liu S., Peng X., Liu S.",Modeling Temporal Association of Cognition-Topic in MOOC Discussion to Track Learners' Cognitive Engagement Dynamics,2021,"In the discussion forums of massive open online courses (MOOCs), cognitive processing (e.g., insight, certain) is considered an essential factor that can affect learners' learning outcomes, but the relationship between them has not been thoroughly investigated. Especially the dynamic nature of cognitive processing is still a significant research gap. In this study, we proposed an unsupervised topic model named Temporal Cognitive Topic Model (TCTM) to automatically classify cognitive processes and obtain the conditional probability with topics over time. The results indicated that completers had more active and timely cognitive engagement as time went on and tended to use certain cognitive words to discuss the topics related to the examination and certificates, which showed that they had explicit learning goals and plans. Non-completers often used exclusive cognitive words to discuss some off-task content that pointed out a distractive learning process. Using the model, teachers can capture learners' dynamic cognitive states and associated topics to improve teaching methods and increase course completion rates. © 2021 Owner/Author.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108119698&doi=10.1145%2f3430895.3460170&partnerID=40&md5=467cf8e0556b0bfa39fdee9c22218d3c,L@S 2021 - Proceedings of the 8th ACM Conference on Learning @ Scale,"Association for Computing Machinery, Inc","8th Annual ACM Conference on Learning at Scale, L@S 2021",,,
Scopus,Article,"Alshehri M., Alamri A., Cristea A.I., Stewart C.D.",Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs,2021,"Since their ÔofficialÕ emergence in 2012 (Gardner and Brooks 2018), massive open online courses (MOOCs) have been growing rapidly. They offer low-cost education for both students and content providers; however, currently there is a very low level of course purchasing (less than 1% of the total number of enrolled students on a given online course opt to purchase its certificate). The most recent literature on MOOCs focuses on identifying factors that contribute to student success, completion level and engagement. One of the MOOC platformsÕ ultimate targets is to become self-sustaining, enabling partners to create revenues and offset operating costs. Nevertheless, analysing learnersÕ purchasing behaviour on MOOCs remains limited. Thus, this study aims to predict students purchasing behaviour and therefore a MOOCs revenue, based on the rich array of activity clickstream and demographic data from learners. Specifically, we compare how several machine learning algorithms, namely RandomForest, GradientBoosting, AdaBoost and XGBoost can predict course purchasability using a large-scale data collection of 23 runs spread over 5 courses delivered by The University of Warwick between 2013 and 2017 via FutureLearn. We further identify the common representative predictive attributes that influence a learnerÕs certificate purchasing decisions. Our proposed model achieved promising accuracies, between 0.82 and 0.91, using only the time spent on each step. We further reached higher accuracy of 0.83 to 0.95, adding learner demographics (e.g. gender, age group, level of education, and country) which showed a considerable impact on the modelÕs performance. The outcomes of this study are expected to help design future courses and predict the profitability of future runs; it may also help determine what personalisation features could be provided to increase MOOC revenue. © 2021, The Author(s).",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103185364&doi=10.1007%2fs40593-021-00246-2&partnerID=40&md5=ca8b0f62791896d2de0adc783021a552,International Journal of Artificial Intelligence in Education,Springer,,,,
Scopus,Conference Paper,"Febrinanto F.G., Dafik, Nisviasari R.",The implementation of Blockchain framework in MOOCs to support a freedom of learning in Indonesia,2021,"A freedom of learning program has been released by the Indonesian Ministry and Culture this year 2020. There are three ways for students to earn their credits, namely take the subject course in face-to-face based class, virtual based class or under Massive Open Online Courses (MOOCs). MOOCs is a model that is developed to help people to learn about certain skills through the online platform, without any limitation in the audience. MOOCs aim to enhance broad collaboration between individuals in creating learning environments that have high scalability and can be accessed by anyone and anywhere. The complexity arises when students undertake a subject course through MOOCs, how to certify the completion of their program in which the certification can be gained easily, and the last how secure the obtained certificate? Blockchain technology can help to improve the quality of MOOCs by providing control of academic records as evidence that someone has completed a learning process on MOOCs. Academic records generated will be stored in one place forever and safely stored in the Blockchain environment. This article will explore how the possible to implement the Blockchain framework in MOOCs to support a freedom of learning in Indonesia. © 2021 Published under licence by IOP Publishing Ltd.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103555906&doi=10.1088%2f1742-6596%2f1836%2f1%2f012043&partnerID=40&md5=c70b8aeb428e707dffc81ee587486322,Journal of Physics: Conference Series,IOP Publishing Ltd,"4th International Conference on Combinatorics, Graph Theory, and Network Topology, ICCGANT 2020",,,
Scopus,Conference Paper,"George R., Utunen H., Willems C., Ndiaye N., Schweiger S., Staubitz T., Tokar A., Attias M., Stucke O., Gamhewage G.",Harnessing technology to respond to the global demand for learning during the COVID-19 pandemic,2021,"The COVID-19 pandemic generated an unprecedented global demand for learning about the disease and how to manage it. This paper draws on theWorld Health Organization (WHO)'s experience of COVID-19 knowledge-transfer to a worldwide audience of millions of learners registered on OpenWHO, WHO's massive open online course platform. It aims to illustrate the technological solutions that WHO, in collaboration with the Hasso Plattner Institute (HPI), OpenWHO's platform provider, employed in response to the unique challenges this surge in demand for learning engendered. Data on OpenWHO use, including geographic patterns and certificate attainment, were extracted from OpenWHO's internal and external reporting systems. Descriptive analysis was employed to identify trends and compare OpenWHO use with COVID-19 caseload in each WHO region. Data on the OpenWHO system load were obtained from the OpenWHO load balancer (HAProxy). The OpenWHO team responded to the need for trustworthy, evidence-based knowledge on COVID-19 via three main avenues: increased scale, targeting the needs of affected and underserved communities, and prioritising multilingualism. Each approach brought novel problems, which WHO and HPI leveraged their collaboration to meet by employing technology. This included increasing server bandwidth, expanding support teams, adding new language capabilities, and deploying functions to streamline workflows and boost learner experience. In doing so, the ability to effectively and efficiently harness technology became a critical step towards empowering learning's life-saving potential during the COVID-19 pandemic. © 14th International Conference on ICT, Society, and Human Beings, ICT 2021, 18th International Conference on Web Based Communities and Social Media, WBC 2021 and 13th International Conference on e-Health, EH 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117504309&partnerID=40&md5=5df5f21123b4153cc051546137e5cde8,"14th International Conference on ICT, Society, and Human Beings, ICT 2021, 18th International Conference on Web Based Communities and Social Media, WBC 2021 and 13th International Conference on e-Health, EH 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021",IADIS,"14th International Conference on ICT, Society, and Human Beings, ICT 2021, 18th International Conference on Web Based Communities and Social Media, WBC 2021 and 13th International Conference on e-Health, EH 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021",,,
Scopus,Article,Chatwattana P.,Massive open online courses model with self-directed learning to enhance digital literacy skills,2021,"The Massive Open Online Courses with Self-Directed Learning model (SDL MOOCs model) was developed by researchers as a tool to promote learning outside the classroom for digital age learners. The concept is based on the combination of new technologies and teaching methods in order to create new ideas and innovations that can enhance learning for modern learners and, at the same time, respond directly to their learning experiences. Thus, instructors are responsible for organizing the environment and creating learner-friendly learning materials using existing technology, which can lead to a digital university learning society. The contributions of this article are: 1) to synthesize the conceptual framework of the SDL MOOCs model, 2) to develop the SDL MOOCs model, 3) to develop instructional processes with self-directed learning to enhance digital literacy skills (SDL process), and 4) to study the results of developing the SDL MOOCs model. The suitability of the SDL MOOCs model was assessed by 15 experts with extensive experience in the fields of online education design and development, computer science and information and communication technologies for education. The results of this research show that: 1) the SDL MOOCs model consists of 4 main elements (input factors, instructional process, output, and feedback), 2) the SDL process consists of 4 stages (preparation, web-based self-directed learning, post-testing, and certificate approval), and 3) the developmental adequacy of the SDL MOOCs model is at a very high level. © 2021 Kassel University Press GmbH. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117353254&doi=10.3991%2fIJEP.V11I5.22461&partnerID=40&md5=77a63bc15521197b4facac17a0f0cf05,International Journal of Engineering Pedagogy,International Association of Online Engineering,,,,
Scopus,Article,"Khan A.U., Khan K.U., Dr., Atlas F., Dr., Akhtar S., Khan F., Dr.",Critical factors influencing moocs retention: The mediating role of information technology,2021,"In the current digital era, Massive Open Online Courses (MOOCs) are considered as an educational revolution specifically in the current situation of COVID-19. Although students from all over the globe register for MOOCs, only a small proportion of participants complete the online courses. MOOCs at present encounter the problem of low retention rates, thus providing numerous research gaps. This paper investigates the impact of critical factors such as the instructorÕs role, course relevancy, learning outcomes on MOOCs retention. This study also analyzes the mediating role of IT (Social Media) between critical factors and MOOCs retention and provides feasible solutions for the improvement of MOOCs retention rates. Data were collected from Pakistani participants who attended, registered, or completed any MOOC. The findings of this study indicate that critical factors such as the instructorÕs role, course relevancy, learning outcomes have a positive impact on MOOC participantsÕ retention. The results also confirm the important mediating role of IT (Social Media). The universities and the instructors who offer MOOCs should consider these critical factors when offering an online course. These critical factors can enhance MOOCs participantsÕ retention leading them to take the courses until certification. © 2021",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116850390&partnerID=40&md5=3edaf4d662833843a81808c7e73d9355,Turkish Online Journal of Distance Education,Anadolu Universitesi,,,,
Scopus,Article,"Goli A., Chintagunta P.K., Sriram S.",Effects of Payment on User Engagement in Online Courses,2021,"Massive open online courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for nonpaying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two effects: (1) the certificate effect, which is the boost in motivation to stay engaged to receive the certificate; and (2) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between nonpaying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%Ð9% and 17%Ð20%, respectively. Whereas the sunk-cost effect is transient and lasts for only a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may design course milestones and schedule payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential. © American Marketing Association 2021.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116068116&doi=10.1177%2f00222437211016360&partnerID=40&md5=fe900fec07d2ecfc47db2e7a53d2897d,Journal of Marketing Research,SAGE Publications Ltd,,,,
Scopus,Article,Jacqmin J.,Why are some Massive Open Online Courses more open than others?,2021,"This paper studies the determinants of the intellectual property license of the Massive Open Online Courses provided on a French platform. While they can opt for a traditional license, the majority of courses chooses among Creative Commons licenses. Considering the ordering in terms of degree of openness of the licenses, we study the course-, teacher- and institution-related factors driving the intellectual property decision of this pedagogical innovation. We observe that the field of study and the characteristics of the institution providing the course play a role. We explain these results by the heterogeneity in preferences and peer recognition with regard to open practices. We also find support for the idea that course providers willing to raise indirectly revenues by selling goods complementary to the MOOC (like a certificate of completion) are less likely to choose an open license. © 2021 Elsevier Ltd",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116030506&doi=10.1016%2fj.technovation.2021.102395&partnerID=40&md5=0617ecd2a33c3949e6b1f031ce931fa8,Technovation,Elsevier Ltd,,,,
Scopus,Article,"Nicolas C., Balardy L., Antoine V., Albarde J., Azria D., Cristol L., Ferreira E., GŽrard S., Jeandel C., Louit C., Tranier A., Ufkes R., Bauvin E., Morel C., Mourey L.",Spreading geriatric oncology culture through professional caregivers: Results of a French massive open online course (MOOC),2021,"Geriatric oncology is based on the synergy between several professionals whose common goal is to improve care for older patients with cancer. This requires sharing a common core of knowledge to facilitate collaboration between them. To date, training in geriatric oncology has been limited in scope and difficult to access for caregivers, particularly nurses and healthcare aides. To meet this need, a massive open online course (MOOC), in geriatric oncology has been developed in France. This kind of course aims to provide simultaneous access for a large number of participants and to foster communication with the pedagogical team through discussion forums. The first session of the MOOC, which has been set up in the Occitania region of France, went online nationwide from March 6 to June 23, 2020. Despite the SARS CoV-2 global health crisis, 1020 people subscribed to the first session and 417 (40.9%) were certified at the end of the course. Most are nurses (35.2%) and work outside Occitania (56.3%). A survey revealed a high satisfaction level regarding relevance of lessons (97.9%), pedagogical quality of teaching team (97.9%), knowledge acquisition (93.6%), meeting learners' needs (90.4%) and practical value of the course (88.3%). This preliminary experience demonstrates the ability of this MOOC to spread the culture of geriatric oncology and the educational potential of this new type of online training. © 2021",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113850690&doi=10.1016%2fj.jgo.2021.08.002&partnerID=40&md5=7526e52e927bffcf71ea6d812f158bc8,Journal of Geriatric Oncology,Elsevier Ltd,,,,
Scopus,Editorial,"Rosenbaum M.S., Russell-Bennett R., Contreras-Ram’rez G.",Editorial: business education in profound disruption,2021,"Purpose: This editorial aims to discuss 11 trends that are driving changes in business education, especially for Master of Business Administration (MBA) curriculum programming. Design/methodology/approach: The editorial provides introspection, personal reflections and conceptualization using current literature. Findings: The authors discuss 11 drivers that are influencing graduate business education. These drivers include the demographic cliff, the K-shaped recovery, MBA degrees losing their allure, emergence of two pricing structures, the rise of online universities, certificates and micro-credentials, the massive open online course (MOOC) MBA programs, MOOCs and certification, Grow with Google, Outsourcing MBA instruction and business education relevancy. Research limitations/implications: Traditional university and college graduate business education providers must realize that the educational industry is experiencing a revolutionary disruption and that many universities will fail to meet learnersÕ expectations for relevant skills and organizational demands for employees who have specific skills for employability. Practical implications: Learners will no longer rely on traditional four-year universities to obtain business skills. Originality/value: This work synthesizes a disparate set of drivers that are affecting all graduate business educational providers. © 2021, Emerald Publishing Limited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113752264&doi=10.1108%2fJSM-08-2021-528&partnerID=40&md5=29017359bea607cdad3967b405035a1f,Journal of Services Marketing,Emerald Group Holdings Ltd.,,,,
Scopus,Conference Paper,"Aljohani T., Cristea A.I.",Training Temporal and NLP Features via Extremely Randomised Trees for Educational Level Classification,2021,"Massive Open Online Courses (MOOCs) have become universal learning resources, and the COVID-19 pandemic is rendering these platforms even more necessary. These platforms also bring incredible diversity of learners in terms of their traits. A research area called Author Profiling (AP in general; here, Learner Profiling (LP)), is to identify such traits about learners, which is vital in MOOCs for, e.g., preventing plagiarism, or eligibility for course certification. Identifying a learnerÕs trait in a MOOC is notoriously hard to do from textual content alone. We argue that to predict a learnerÕs academic level, we need to also be using other features stemming from MOOC platforms, such as derived from learnersÕ actions on the platform. In this study, we specifically examine time stamps, quizzes, and discussions. Our novel approach for the task achieves a high accuracy (90% in average) even with a simple shallow classifier, irrespective of data size, outperforming the state of the art. © 2021, Springer Nature Switzerland AG.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112283363&doi=10.1007%2f978-3-030-80421-3_17&partnerID=40&md5=ebf74a6fa8ee2cb39915d8ff7252a515,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Science and Business Media Deutschland GmbH,"17th International Conference on Intelligent Tutoring Systems, ITS 2021",,,
Scopus,Conference Paper,"Alshehri M., Alamri A., Cristea A.I.",Predicting Certification in MOOCs Based on StudentsÕ Weekly Activities,2021,"Massive Open Online Courses (MOOCs) have been growing rapidly, offering low-cost knowledge for both learners and content providers. However, currently there is a very low level of course purchasing (less than 1% of the total number of enrolled students on a given online course opt to purchase its certificate). This can impact seriously the business model of MOOCs. Nevertheless, MOOC research on learnersÕ purchasing behaviour on MOOCs remains limited. Thus, the umbrella question that this work tackles is if learnerÕs data can predict their purchasing decision (certification). Our fine-grained analysis attempts to uncover the latent correlation between learner activities and their decision to purchase. We used a relatively large dataset of 5 courses of 23 runs obtained from the less studied MOOC platform of FutureLearn to: (1) statistically compare the activities of non-paying learners with course purchasers, (2) predict course certification using different classifiers, optimising for this naturally strongly imbalanced dataset. Our results show that learner activities are good predictors of course purchasibility; still, the main challenge was that of early prediction. Using only student number of step accesses, attempts, correct and wrong answers, our model achieve promising accuracies, ranging between 0.81 and 0.95 across the five courses. The outcomes of this study are expected to help design future courses and predict the profitability of future runs; it may also help determine what personalisation features could be provided to increase MOOC revenue. © 2021, Springer Nature Switzerland AG.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112268365&doi=10.1007%2f978-3-030-80421-3_20&partnerID=40&md5=ad80a7b375dd53bac187b1f6f2f5c1ca,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Science and Business Media Deutschland GmbH,"17th International Conference on Intelligent Tutoring Systems, ITS 2021",,,
Scopus,Article,"Liu M., Shen S., Chen C.",Analysis of the learners' learning behaviours in MOOC informationisation leadership,2021,"For better adapting the course to different learners' needs, this study analysed the learners' online learning behaviours. Through using data mining technology to mine the learning behaviours from five dimensions: video watching, text reading, discussion and communication, test and assignments taking, we draw the following conclusions: the demographic characteristics of learners show that the learners are mainly composed of principals, middle-level educational managers and key teachers. The learner's general learning behaviour characteristics are mainly expressed by the facts that the learners' interest in practical cases, and few participants can last more than four weeks, and the learners like videos and texts but they do not like to speak in the discussion forum. Learners can be divided into three clusters: certificate-oriented learners, practice oriented learners and browsers. The value of MOOC should not be evaluated on the basis of certification rates but on whether the learner's learning needs are met. Copyright 2021 Inderscience Enterprises Ltd.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109521844&doi=10.1504%2fIJCEELL.2021.115979&partnerID=40&md5=d0c09d35e5ed6f90010a313f9c09e104,International Journal of Continuing Engineering Education and Life-Long Learning,Inderscience Publishers,,,,
Scopus,Article,"Chiappe A., Castillo B.D.L.",Retention in MOOCS: some key factors [Deser‹o em MOOCS: alguns fatores-chave] [Deserci—n en los MOOC: algunos factores clave],2021,"The dropping out of students in the Massive Open Online Courses (Mooc) has been the subject of debate and concern on the part of educational researchers and practitioners during the last decade. Considering its growth as an educational trend and the emerging research generated on this topic, a systematic review of literature on 131 studies was conducted about attrition in both cMooc and xMoocs. The results highlight the role of collaboration, the sense of community, the need for certification and standardization as the main factors that affect attrition in Moocs. © 2021, Ensaio. All Rights Reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100974059&doi=10.1590%2fS0104-40362020002802667&partnerID=40&md5=831d35abb5677a751db9d5f7dbeb005f,Ensaio,Fundacao Cesgranrio,,,,
Scopus,Article,"Wintermute E.H., Cisel M., Lindner A.B.",A survival model for course-course interactions in a Massive Open Online Course platform,2021,"Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our data set included 378, 000 users and 1, 000, 000 unique registration events in France Universite Numerique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students ""survive""in a course for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a user's registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time. © 2021 Wintermute et al.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100005766&doi=10.1371%2fjournal.pone.0245718&partnerID=40&md5=fb0e61a9de7f9b0c1686d009d8c83f8d,PLoS ONE,Public Library of Science,,,,
Scopus,Article,"Liu B., Wu Y., Xing W., Cheng G., Guo S.",Exploring behavioural differences between certificate achievers and explorers in MOOCs,2021,"Massive open online courses (MOOCs) face the ongoing problem of low pass rates. A number of MOOC learners engage in most or all course activities but fail to pass the course. To improve participation and thereby increase successful completion, this study explores the behavioural differences between certificate achievers and explorers that lead to their different learning outcomes. Eleven behaviours were extracted from more than 80,000 behaviour records for 215 certificate achievers and 456 explorers, which were categorized into four types of activities: graded assessment, content-related, course-related, and interactive activities. Random forest classifier, independent-sample t-testing, and lag sequential analysis were used. The results showed six important behaviours that are highly related to certificate achievement. Certificate achievers engaged in more course-related and graded assessment activities during the course, while explorers engaged in more content-related and interactive activities, and graded assessment activities occurring at the end of the course. Compared to explorers, certificate achievers exhibited more bidirectional behaviours in terms of interactive and course-related activities and more repeated behaviours in terms of course-related and graded assessment activities. The study has significant implications for MOOC learners and instructors in improving learning and teaching performance by implementing appropriate behavioural interventions. © 2021 National Institute of Education, Singapore.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099678976&doi=10.1080%2f02188791.2020.1868974&partnerID=40&md5=d9c5f1010b6bd9b0e2940b2a932729ac,Asia Pacific Journal of Education,Routledge,,,,
Scopus,Article,"Gorbenko V.D., Dominova T.N., Ilina N.O., Kumbasheva J.A.",Level assessment of readiness of Russian as a foreign language teachers to use and create own online courses [______ ______ __________ ______________ ________ _____ ___ ____________ _ _____________ _ ________ ______-______],2020,"Introduction. In the last decade, distance technologies (including the format of massive open online courses - MOOCs) have occupied an increasingly significant place in the higher education system. The sphere of teaching foreign languages, in particular, Russian as a foreign language (RFL), is no exception. Currently, knowledge of the basics of modern distance educational technologies and the ability to apply them in the educational process is the most important component of the RFL teacher's professiogram. The purpose of this study is to assess the level of readiness of RFL teachers to use existing MOOCs and create their own online courses. Materials and research methods. An analysis of the regulatory framework for professional certification of higher education teachers and an analysis of scientific sources devoted to the content of the ICT competence of an RFL teacher are applied. The survey involved 50 RFL teachers from various universities in St. Petersburg. Research results. It was found that there is a significant gap between the required content of the RFL teacher's professiogram in the field of ICT competence and the level of readiness of RFL teachers to use ready-made MOOCs and create their own online courses. Only 11% of those surveyed used MOOCs in their professional activities, and only 38% themselves studied with the help of such courses. 42% and 52% of respondents are ready to use ready-made MOOCs and create their own courses, respectively. The effectiveness of MOOCs in teaching RFL is rated highly by only 37% of respondents, another 34% rate it as average and 29% as low. Discussion of results and conclusion. The existence of this gap is explained by the fact that the professional training of RFL teachers in the field of ICT competence does not always keep pace with the changes in the field of modern educational technologies. In addition, not all teachers see the expediency of using MOOCs in the process of teaching RFL, since language learning requires communication practice, and MOOCs are more often used to convey the theoretical aspects of a particular discipline. Despite this, many RFL teachers have shown an active desire to use ready-made online courses and create their own, subject to the passage of appropriate training, the availability of information and technical support for specialists in online education, as well as material and legal support from the university administration. © 2020 LLC Ecological Help. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099613358&doi=10.32744%2fPSE.2020.6.18&partnerID=40&md5=a5f42e83373a275f587caa1793d15fe6,Perspektivy Nauki i Obrazovania,LLC Ecological Help,,,,
Scopus,Conference Paper,"Fatumo D.E., Ngwenya S.",Online learning platforms and their roles in influencing pass rate in rural communities of South Africa: Massive Open Online Courses(MOOCs),2020,"Online learning is largely becoming an integral part of the modern teaching methods and it continues to gain its popularity due to the availability of free and open-source resources that make learning and teaching much more interactive than ever before. This paper presents findings obtained when conducting the effects of the use of MOOCs in fostering learning and teaching strategies in rural communities of South Africa. The survey research design of descriptive nature was adopted to evaluate the awareness and usage of Massive Open Online Course (MOOCs) in Alice community, Eastern Cape, South Africa. This study also employed a quantitative approach by using a self-structured questionnaire to evoke information from the respondents. We used the Statistical Package for Social Sciences (SPSS) to analyze the data collected. The study revealed, amongst others, the efficacy of MOOCs in fostering teaching and learning in marginalized rural areas. This study concludes that MOOCs is a veritable medium for busy or less privileged individual to acquire a degree or certification. Therefore, the study recommends MOOCs platform to be fully embraced by people in marginalized rural areas, awareness programs about its usefulness should be propagated across the municipalities nationwide. © 2020 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101114233&doi=10.1109%2fIMITEC50163.2020.9334135&partnerID=40&md5=1a2924026d041ac8eea9e1c816f31d5b,"2020 2nd International Multidisciplinary Information Technology and Engineering Conference, IMITEC 2020",Institute of Electrical and Electronics Engineers Inc.,"2nd International Multidisciplinary Information Technology and Engineering Conference, IMITEC 2020",,,
Scopus,Conference Paper,"Macerata E., Negrin M., Concia F., Mossini E., Magugliani G., Sancassani S., Mariani M.",Learning nuclear chemistry and radiochemistry through a massive open online course,2020,"A MOOC on Nuclear and RadioChemistry (NRC) has been developed within the EU-H2020 MEET-CINCH project, in order to attract more students towards the discipline and increase people awareness. The course is divided into five ÒweeksÓ highlighting the importance of radiochemistry and nuclear chemistry for environment, health, industry, nuclear energy and society. Each week consists of different modules covering all possible applications of NRC within the week topic. The module follows a pedagogical framework designed ad hoc, that gradually introduces the topic to students, giving them different examples and applications to understand the theoretical concepts and to acquire a technical terminology. Feedback obtained by the pilot edition showed very good results: despite the short duration of the course, 25% of the 203 users successfully completed the course achieving the Certificate of Accomplishment. The answers collected in the inital survey and the final customer satisfaction questionnaire showed that users belonged to the selected target group and greatly appreciated the presence of practical examples and the different lesson formats adopted. The MOOC objective of attracting new students towards NRC appears to be on a good track, however this can only be confirmed by monitoring the next MOOC editions. © 2020 Societa Italiana di Fisica. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103017396&doi=10.1393%2fncc%2fi2020-20151-y&partnerID=40&md5=737dbd95260c72025b9b63ede6e617a3,Nuovo Cimento della Societa Italiana di Fisica C,Italian Physical Society,,,,
Scopus,Article,"Mohan M.M., Upadhyaya P., Pillai K.R.",Intention and barriers to use MOOCs: An investigation among the post graduate students in India,2020,"Massive Open Online Courses (MOOCs) have widely been acknowledged as a unified platform to reduce the digital divide and make education accessible to all. It also enables studentsÕ access to professors and educational contents sans spatial and institutional barriers. Despite several benefits, MOOCsÕ adoption and completion rate remain unimpressive, especially among developing countries. Using Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we examine the key factors that influence the behavioral intention to use MOOCs among students in an Indian private university. The data from 412 postgraduate students were analyzed using Partial Least Squares-Structured Equation Modelling. The study identifies barriers to use MOOCs, in a university that has offered free MOOCs courses and certifications to the students. The study makes several theoretical contributions and offer adequate insights for higher education institutions to administer and integrate MOOCs in their curriculum. © 2020, The Author(s).",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084835333&doi=10.1007%2fs10639-020-10215-2&partnerID=40&md5=f59dfe26a5469e69fb5bb735acdf4bdf,Education and Information Technologies,Springer,,,,
Scopus,Conference Paper,"Oganda F.P., Lutfiani N., Aini Q., Rahardja U., Faturahman A.",Blockchain Education Smart Courses of Massive Online Open Course Using Business Model Canvas,2020,"With the development of internet technology, online education, a new model of education, has been very popular. However, this mode of education still has many problems in terms of credibility, credit certification and certificates, student privacy, and various courses. The accepted question addressed was whether universities would discuss blockchain technology differently from traditional research and education. Through a research approach, literature summary and case analysis as well as Business Model Canvas which provides three theoretical contributions and guidance on what Blockchain is by taking sponsored studies. This study shows the results that integrating blockchain technology with the MOOC-based Smart Program Education platform is a trend that is promised on the Internet of online education development. The conclusion can provide a critique of the technical features and basic applications of Blockchain and provide solutions to online education problems based on Blockchain technology. Assistance, discussion, discussion on blockchain and discussion on how educational institutions work must be approved by Blockchain technology as digital technology, so that more can be expected in prototypes and will be developed to provide a better replacement. © 2020 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100403437&doi=10.1109%2fICORIS50180.2020.9320789&partnerID=40&md5=223b7fde8a6c2083ee35569e20caea17,"2020 2nd International Conference on Cybernetics and Intelligent System, ICORIS 2020",Institute of Electrical and Electronics Engineers Inc.,"2nd International Conference on Cybernetics and Intelligent System, ICORIS 2020",,,
Scopus,Article,"Littenberg-Tobias J., Reich J.","Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program",2020,"As massive open online courses (MOOCs) shift toward professional degree and certificate programs, can they become a global on-ramp for increasing access to emerging fields for underrepresented groups? This mixed-methods study addresses this question by examining one of the first MOOC-based blended professional degree programs, which admitted students to an accelerated residential master's program on the basis of performance in MOOCs and a proctored exam. We found that male students and students with master's degrees were more likely to complete the online program and the blended program had more male students and more students with master's degrees than students in the existing residential program. Students who enrolled in the blended graduate program earned higher average grades than students in the residential program earned in their in-person courses (3.86 vs 3.75, p <.01). The findings of this study provide an example of how new online learning models can serve particular niches, but may not address broader equity challenges. © 2020 Elsevier Inc.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088025242&doi=10.1016%2fj.iheduc.2020.100759&partnerID=40&md5=b6d6f27c2c18ff7bf784bbad8b1363d6,Internet and Higher Education,Elsevier Ltd,,,,
Scopus,Conference Paper,"Rohloff T., Von Schmieden K., Meinel C.",Students' Satisfaction of a Design Thinking MOOC with Personalized Learning Objectives,2020,"Due to their openness and low barriers to enroll, most Massive Open Online Courses (MOOCs) offer free access to knowledge for almost everyone. This attracts a large number of learners, each with their own individual intentions and motivations to join a course. However, personal support and guidance can almost never be provided at this scale. All learners have to follow the same usually weekly structured content and the learning success is only measured by the achievement of a certificate. To overcome this one-size-fits-all approach with technical means, we introduced a tool for Personalized Learning Objectives. This enables learners to achieve more individual objectives in courses, follow different learning paths, and link their motivations and intentions to the definition of learning success. Previous studies have already examined, among other aspects, the usefulness, acceptance, and achievement rates of learning objectives in MOOCs. In this complimentary research, the satisfaction of students with and without a selected learning objective is compared in a course on topics from the field of Design Thinking. © 2020 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097165094&doi=10.1109%2fLWMOOCS50143.2020.9234349&partnerID=40&md5=0a7371d0b1a7fda1df2f0ba84c033c0a,"Proceedings of 2020 IEEE Learning With MOOCS, LWMOOCS 2020",Institute of Electrical and Electronics Engineers Inc.,"2020 IEEE Learning With MOOCS, LWMOOCS 2020",,,
Scopus,Article,"Romero-Rodr’guez L.M., Ram’rez-Montoya M.S., Valenzuela Gonz‡lez J.R.",Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement,2020,"Purpose: This paper aims to analyze the interrelationship that exists between expectancy-value and achievement goals as factors that are decisive for participantsÕ higher engagement in 12 massive open online courses (MOOCs) on energy sustainability and to determine the profile of participants achieving higher success rates. Design/methodology/approach: A qualitativeÐquantitative study of correlational and descriptive scope is carried out on two instruments based on pre- and post-tests of 6,029 participants, which is followed by a qualitative data analysis distributed by code families to identify participantsÕ main motivations to take MOOCs. Findings: The results showed a positive moderate-high correlation between expectancy-value and achievement goals, which means in a practical sense that the participantsÕ subjective estimates of the possibility of reaching their goals prior to the beginning of the course were fulfilled, as the intentionality of the subjects-participants was positive with respect to the contents imparted. Practical implications: The profiles of participants with a higher tendency to successfully finish the course and with high rates of engagement share the following characteristics: having previously and successfully finished more than one MOOC; taking the MOOC for work purposes (promotion, seeking better job opportunities, etc.); and having intrinsic motivation, that is, not depending on external factors such as obligations and certifications. Originality/value: This research suggests that there are pre-educational factors that define the trend of successful completion of MOOCs, based on expectancy-value (e.g. previous experiences with other MOOCs) and achievement goals (e.g. job improvement), with external motivational issues such as completion certificates being less prevalent in the learning intention. © 2020, Emerald Publishing Limited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087864674&doi=10.1108%2fITSE-01-2020-0017&partnerID=40&md5=68aa212af707912585db64f2a3d98518,Interactive Technology and Smart Education,Emerald Group Holdings Ltd.,,,,
Scopus,Article,Gupta K.P.,Investigating the adoption of MOOCs in a developing country: Application of technology-user-environment framework and self-determination theory,2020,"Purpose: The purpose of this study is to investigate the factors underlying the adoption of massive open online courses (MOOCs), using technology-user-environment (TUE) framework and self-determination theory (SDT) as the theoretical frameworks. Design/methodology/approach: The primary data were collected from the field surveys conducted in the universities and academic institutions located in National Capital Region of Delhi, India, using convenience sampling technique. Structural equation modelling was used to test the hypothesized relationships in the proposed model. Findings: The findings indicate that the learnersÕ intention to adopt MOOCs is significantly influenced by intrinsic motivation, social recognition, perceived value and perceived usefulness. On the other hand, the personal readiness, self-regulation of learners and peer influence are not found to have any significant impact on MOOCs adoption intention. Practical implications: The findings of the study will be helpful for MOOCs providers and other stakeholders. The MOOCs providers should emphasize on providing courses from renowned universities in cutting-edge areas which are self-paced and cost-effective. The academic institutions should provide credit benefits to the students in lieu of completing courses through MOOCs. Likewise, employers should also recognize the certificates awarded by MOOCs and give due credit to the learners who complete such certifications. Originality/value: The study has contributed to the existing literature on MOOCs adoption by combining constructs from TUE and SDT. To the best of the authorÕs knowledge, this has been a first attempt to combine these two frameworks to study the learnersÕ adoption behaviour for MOOCs in Indian context. The integration of these two frameworks provides a more comprehensive model of factors with increased explanatory ability (72.6 per cent) to describe the adoption intention of MOOCs. © 2019, Emerald Publishing Limited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087083428&doi=10.1108%2fITSE-06-2019-0033&partnerID=40&md5=a15593f4bf137b8088806ae47f713a7a,Interactive Technology and Smart Education,Emerald Group Holdings Ltd.,,,,
Scopus,Article,"Arango D.A.G., Carrillo J.A.O., Blanco A.M.P., çlvarez M.D.G., Rodr’guez G.L., Zemel M.G.E.",Relationship between MOOC type course offer and economic indexes by country in the European and Latin American context [Relaci—n entre oferta de cursos tipo MOOC e ’ndices econ—micos por pa’s en el contexto Europeo y Latinoamericano],2020,"In terms of education, the use of Digital Technologies for the teaching of concepts, knowledge or trades in a wide range of training levels has meant a quantitative leap in terms of free and open offerings by different educational institutions that, in addition to promoting access to knowledge, brand positioning and income in terms of certifications. The massive Open Online course offerings are varied and mostly made up of Open Educational Resources. This article discloses the results obtained from the application of predictive models in the analysis of the relationship between the offer of 2,112 of these courses, the human development index generated by the United Nations, the Gross Domestic Product and the index of economic freedom by country provided by the Fraser institute. Identify challenges and potential of this market in the European and Latin American context. © 2020, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094561834&partnerID=40&md5=45c115f4ddf0fd63b312ab5fbd0cdcc1,RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao,Associacao Iberica de Sistemas e Tecnologias de Informacao,,,,
Scopus,Conference Paper,"Rohloff T., Sauer D., Meinel C.",Students' Achievement of Personalized Learning Objectives in MOOCs,2020,"Massive Open Online Courses (MOOCs) provide the opportunity to offer free and open education at scale. Thousands of students with different social and cultural backgrounds from all over the world can enroll for a course. This diverse audience comes with varying motivations and intentions from their personal or professional life. However, course instructors cannot offer individual support and guidance at this scale and therefore usually provide a one-size-fits-all approach. Students have to follow weekly-structured courses and their success is measured with the achievement of a certificate at the end. To better address the varying learning needs, technical support for goal-oriented and self-regulated learning is desired but very limited to date. Both learning strategies are proven to be key factors for students' achievement in large-scale online learning environments. Therefore, this paper presents a continuative study of personalized learning objectives in MOOCs to encourage goal-oriented and self-regulated learning. Based on the previously well-perceived acceptance and usefulness of the concept of personalized learning objectives, this study examines which learners select an objective and how successful they complete objectives. Concerning the learners' socio-demographic and geographical background, we could not identify any practical significant difference between students with selected learning objectives and the total course population. However, we have identified promising objective achievement rates, and we have observed a practical significant improvement of the certification rates comparing the total course population and students who selected an objective that included a graded certificate. This has also demonstrated a method for calculating more reasonable completion rates in MOOCs. © 2020 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094875675&doi=10.1145%2f3386527.3405918&partnerID=40&md5=8eb5a772178bd7495d5b454bcff5ad00,L@S 2020 - Proceedings of the 7th ACM Conference on Learning @ Scale,Association for Computing Machinery,"7th Annual ACM Conference on Learning at Scale, L@S 2020",,,
Scopus,Article,"Ricart S., Villar-NavascuŽs R.A., Gil-Guirado S., Hern‡ndez-Hern‡ndez M., Rico-Amor—s A.M., Olcina-Cantos J.","Could MOOC-takers' behavior discuss the meaning of success-dropout rate? Players, auditors, and spectators in a geographical analysis course about natural risks",2020,"Research interest in massive online and open courses (MOOCs) is rapidly growing, questioning who enrolls, why and how to conceive engagement, and success rates. This study is focused on MOOC-takers behavior obtained from a seven-week MOOC experience on natural risks. Data scraping principles have been used to collect data. Demographics, success-dropout rates, engagement periods, achievement and scoring, and behavior were analyzed through descriptive statistics, non-parametric correlation analysis, and statistical hypothesis testing. The results show that students who start earlier and those who finish earlier the course obtain better grades in some of the modules (motivation and background on natural risks could be the explanation). However, for 'last moment students', speed in passing the modules is either related to greater motivation, although in this case it is not related to better grades. Furthermore, students who complete tasks during the weekend take less time to complete the modules and obtain a better grade. In addition, a learning strategy is promoted by reconsidering who is learning: players (those who complete the course and earning a certificate), auditors (those who have completed a thematic unit or the whole module, earning partial knowledge), and spectators (those enrolled until the end of the course, who intend earning experience in e-learning). © 2020 by the authors.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087701288&doi=10.3390%2fSU12124878&partnerID=40&md5=7d4247f8e64a610a5f430a37c430d070,Sustainability (Switzerland),MDPI,,,,
Scopus,Article,"Torcivia Prusko P., Robinson H., Kilgore W., Al-Freih M.",From design to impact: A phenomenological study of humanMOOC participantsÕ learning and implementation into practice,2020,"The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participantsÕ actual practices. The ÒHumanizing Online Teaching and LearningÓ or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: learning journeyers, I think I can, and bringing it back to the classroom. The intention to participate and to overcome barriers and the increase in self-efficacy as a result of personal accomplishment, impacted the participantsÕ will to implement what was learned into their teaching practice. © 2020, The Online Learning Consortium. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086029814&doi=10.24059%2folj.v24i2.2003&partnerID=40&md5=9380fa7ec0ca78173c15114e2d051e2f,Online Learning Journal,The Online Learning Consortium,,,,
Scopus,Article,"Vasundhara, Tyagi S.","Mooc as a knowledge software or certificate course: A study on openness, scalability and reachability of moocs among students",2020,"A massive open online course (MOOC) is online trend of study which is designed to reach limitless partakers and free of charge by way of web. ItÕs a forward looking step in the field of education in the context of teaching and learning. MOOCs are offering educat ional platform to millions of students all over the world. There is flexibility and space for study in MOOCs. It provides opportunities to students and scholars by providing low cost courses. MOOCs are made by sequence of videos, classes offered to students. Colleges and universities are espousing some diff erent stands towards pursuing with MOOCs and it helps in achieving numerous goals. This paper aims to study role of MOOCs among students of college and uni versity and in which way they use it, whether to gain knowledge or just to fulfil the criteria of course. As a part of the study, a survey will be taken from technical and non-technical students to assess the impact of MOOC. Further, it will also try to determine the importance of MOOC in the respect ive disciplines. © IJSTR 2020.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083446578&partnerID=40&md5=ba90f4491953735234a66084a681bea8,International Journal of Scientific and Technology Research,International Journal of Scientific and Technology Research,,,,
Scopus,Article,"Rizvi S., Rienties B., Rogaten J., Kizilcec R.F.",Investigating variation in learning processes in a FutureLearn MOOC,2020,"Studies on engagement and learning design in Massive Open Online Courses (MOOCs) have laid the groundwork for understanding how people learn in this relatively new type of informal learning environment. To advance our understanding of how people learn in MOOCs, we investigate the intersection between learning design and the temporal process of engagement in the course. This study investigates the detailed processes of engagement using educational process mining in a FutureLearn science course (N = 2086 learners) and applying an established taxonomy of learning design to classify learning activities. The analyses were performed on three groups of learners categorised based upon their clicking behaviour. The process-mining results show at least one dominant pathway in each of the three groups, though multiple popular additional pathways were identified within each group. All three groups remained interested and engaged in the various learning and assessment activities. The findings from this study suggest that in the analysis of voluminous MOOC data there is value in first clustering learners and then investigating detailed progressions within each cluster that take the order and type of learning activities into account. The approach is promising because it provides insight into variation in behavioural sequences based on learnersÕ intentions for earning a course certificate. These insights can inform the targeting of analytics-based interventions to support learners and inform MOOC designers about adapting learning activities to different groups of learners based on their goals. © 2019, The Author(s).",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067870663&doi=10.1007%2fs12528-019-09231-0&partnerID=40&md5=c233d6c6caea62947259291b31f7c8f7,Journal of Computing in Higher Education,Springer,,,,
Scopus,Article,Danka I.,Motivation by gamification: Adapting motivational tools of massively multiplayer online role-playing games (MMORPGs) for peer-to-peer assessment in connectivist massive open online courses (cMOOCs),2020,"In the first decade of the 21st century, distance learning (usually subject to course fees and resulting in formal certification) was complemented by free-of-charge open learning courses with unlimited numbers of participants and no final certificate. Termed massive open online courses (MOOCs), these soon fell into different categories, depending on their concept. Among them are connectivist massive open online courses (cMOOCs) which emphasise a collaborative approach to learning. However, while initial enrolment is indeed massive, completion rates are very low and cMOOCs notoriously lack an appropriate method of evaluating learning progress and motivational resources. The author of this article suggests that one way of addressing this problem might be to adapt motivational formative assessment tools used in massively multiplayer online role-playing games (MMORPGs) to cMOOCs. He argues that some characteristics of MMORPGs can be effectively incorporated in cMOOCs, thus benefiting from the motivational potential of MMORPGs. He cautions, however, that even if MMORPGs (and ongoing, low-stakes formative assessment in general) are motivational, they can only be applied to cMOOCs if the idea of formative assessment is not in tension with connectivist principles. Hence, the author argues for their compatibility, and builds on peer-to-peer assessment as a solution for resource allocation problems with low instructorÐlearner ratio. © 2020, The Author(s).",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080990855&doi=10.1007%2fs11159-020-09821-6&partnerID=40&md5=c7fba6c68902a15b854b0271ce4f17d0,International Review of Education,Springer,,,,
Scopus,Article,Ambadkar R.S.,E-learning through SWAYAM moocs-awareness and motivation among commerce students,2020,"The introduction of Massive Open Online Courses (MOOCs) is one of the key drivers of technological innovation in education in India. Indian Government has launched its own indigenous MOOC platform SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds). The objective of introduction of SWAYAM courses is to provide easy access, equity and quality education to all. The success of SWAYAM portal depends on awareness about this portal among the possible users and its scope in enhancing lifelong learning skills. This study examines the awareness of MOOCs and SWAYAM platform among students of Commerce and factors influencing utilization of SWAYAM/ MOOCs by students. The study reveals low awareness of SWAYAM MOOCs among Commerce students although a positive attitude towards learning through SWAYAM MOOCs is observed. One of the major factors influencing utilization of MOOCs as a learning tool was lack of ability to use ICT skills. Lack of classroom teaching and one to one contact with educators was also perceived as a constraint in learning through MOOCs. The study concluded that there is a need to encourage students to adopt MOOCs as a learning resource. This will need collaborative effort between Government, all national coordinators of SWAYAM, Universities and also Industry Academia interactions to promote acceptability of certification provided by SWAYAM in job market. © 2020 IJSTR.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079689581&partnerID=40&md5=c97b112ce277274a2efbed907c475cc0,International Journal of Scientific and Technology Research,International Journal of Scientific and Technology Research,,,,
Scopus,Article,"Rivas M.J., Baker R.B., Evans B.J.",Do MOOCs Make You More Marketable? An Experimental Analysis of the Value of MOOCs Relative to Traditional Credentials and Experience,2020,"Massive open online courses (MOOCs) are marketed as opportunities for participants to improve their labor market outcomes, and tens of thousands of students have paid for career-focused MOOC certificate programs. However, there is limited and conflicting research on MOOCs and labor market outcomes. Using two randomized control trials, we test AmazonÕs Mechanical Turk respondentsÕ preferences for hiring hypothetical freelance web developers. In the first experiment, we examine preferences for profiles with MOOCs as compared to profiles with traditional degrees (bachelorÕs, associates, and community college certificates). Respondents preferred all traditional degrees over a MOOC; MOOCs do not serve as substitutes for traditional postsecondary credentials. In the second experiment, we examine preferences for MOOCs as compared to no listed credential. Results demonstrate a 61Ðpercentage point preference for MOOC credentials compared to no MOOC credential; the preference does not vary across levels of professional experience. © The Author(s) 2020.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110379222&doi=10.1177%2f2332858420973577&partnerID=40&md5=8589566c472f4932e6a6b23223081310,AERA Open,SAGE Publications Inc.,,,,
Scopus,Conference Paper,Du X.,Embedding linkedin learning MOOCs to enhance students' educational experience and employability,2020,"UK higher education aims to equip students with the knowledge and skills required for future employment. It also endeavours to stimulate lifelong learning which would transform learners' lives and contribute to their continuing success. The Covid-19 pandemic has pushed all UK universities to online learning and assessment since March 2020. Accordingly, e-learning is becoming increasingly more important and is likely to maintain high levels of adoption in future. LinkedIn Learning (LiL), became a subsidiary of LinkedIn, the world's largest professional network, after it acquired Lynda.com in 2016. It is an e-learning platform offering over 15,000 Massive Open Online Courses (MOOCs) delivered by industry experts in 7 languages. It is accompanied by exercise files and assessments, and transcripts for the video. A completion certificate for a LiL course will be posted on the learner's LinkedIn profile if they or their institution have a subscription to LiL. Aligned with the aim of UK higher education, LiL is designed to help learners enrich their learning, better their careers and support lifelong learning. Accordingly, LiL has become a popular MOOCs e-learning portal and been widely adopted by UK Higher Education Institutions (HEIs). This paper reports ten 2nd year Master's students LiL experiences on an Advanced Business Research module in a UK HEI. LiL was used as a blended learning tool and formed part of the module's summative assessment. The embedded LiL courses corresponded to the module content and focused on technical tools and software applications widely applied in business research. They include Endnote reference management software, Survey Monkey and Microsoft Forms for online survey design, SPSS for quantitative data analysis and NVivo for qualitative data analysis. In this paper, 10 students' reflective portfolios on their completed LiL courses were analysed within NVivo. Constant comparative analysis was employed within a three-stage coding process in order to generate grounded theories. Results demonstrate students' positive e-learning experience and perceived LiL benefits in enhancing their research skills and employability. This research implies that LiL MOOCs could be used as an effective e-learning educational platform and blended learning pedagogy under the current Covid-19 pandemic situation and in the future. © 2020 Academic Conferences Limited. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097619937&doi=10.34190%2fEEL.20.082&partnerID=40&md5=1c6d8d2a32aef476856cf3a52407595f,"Proceedings of the European Conference on e-Learning, ECEL",Academic Conferences and Publishing International Limited,"19th European Conference on e-Learning, ECEL 2020",,,
Scopus,Conference Paper,"Silvestru C.I., Lupescu M.-E., Ion V., Silvestru Bere R.C., Icociu V.-C.",Massive open online courses in romania Ð study on online formal education approaches,2020,"Massive Open Online Courses (MOOCs) have become an influential pillar of education and training in the last decade. People around the world use MOOCs to train their already acquired skills or gain new ones through the worldwide web. Both educational institutions and official training providers use MOOCs to enhance the standard educational process through online learning. This paper studies the potential usage of MOOCs as a part of formal education in Romania, with proper recognition and accreditation from universities, the labour market, and quality assurance institutions. Using existing successful platforms from MIT and Harvard that offer online credentials, the paper focuses on possible implementation in Romania. The exploratory research is based on a qualitative approach, using individual interviews at faculty level in different Romanian universities, conducted with teaching staff and students. Given the different profiles and study fields of universities, there needs to be a correlation between the demand of the labour market and the offer of these courses and programs. The findings will provide a general point of view on the future of MOOCs in accredited and recognized education and training. Given the advancements made in the online education sector and digital skills in particular, these courses will become the foundation of lifelong training in the future. Teaching staff and universities need to be aware of the growing need for digital skills that can be acquired and enhanced through e-learning platforms that do not only help learners to graduate but give them the possibility of recognition in terms of accredited certificates. © 2020, National Defence University-Carol I Printing House. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096578057&doi=10.12753%2f2066-026X-20-185&partnerID=40&md5=e6697b7367f29d74f2b84a58d2e3a5a2,eLearning and Software for Education Conference,National Defence University - Carol I Printing House,"16th International Scientific Conference on eLearning and Software for Education, eLSE 2020",,,
Scopus,Article,"Braga Blanco G.M., Belver Dom’nguez J.L., Fano MŽndez S.",Evaluation is not a second phase in the pedagogical design of a sMOOC. A case study [La evaluaci—n no es un segundo paso en el dise–o pedag—gico de un sMOOC. Un estudio de caso],2020,"Evaluation in Massive Open Online Courses (MOOC) is currently a central element of debate and one of the aspects of greatest concern when planning the pedagogical design of this kind or courses. The purpose of the article is twofold. On the one hand, to describe the evaluation system implemented during three editions in the MOOC ""Digital Literacy for groups at risk of social exclusion: Strategies for Socio-educational Intervention."" (European Project ECO). On the other hand, we analyze the strengths and weaknesses of the assessment system described. We have designed the evaluative model as a central and dynamic part of pedagogical design, allowing us to know our virtual participants (initial evaluation), to tutor their work and to evaluate their results (assesment of learning processes) and, finally, to obtain information in order to take decisions for improvement in each new edition (evaluation oriented to improvement). First of all, we describe the evaluation model. Then we analyze the main data collected with the tools used (initial questionnaire, interactions in Facebook groups and other social spaces, self-evaluation questionnaires, peer to peer evaluation, key informants and platform data). Finally, we discuss the results obtained in order to provide reflections that can guide the design of evaluation processes in MOOC. The main thesis we defend is that the planning of the evaluative model is a central element that must be outlined from minute one and be fully integrated with the rest of elements of the pedagogical design. Evaluative model should contemplate strategies for the initial and formative assessment of the participants and of the teaching-learning process itself, and not only be based on the final assessment oriented towards certification. © 2020 Grupo de Investigacion FORCE. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092774706&doi=10.30827%2fPROFESORADO.V24I2.14090&partnerID=40&md5=a47a8d37cb2295af54ef8ae6484c5733,Profesorado,Grupo de Investigacion FORCE,,,,
Scopus,Article,"Cagiltay N.E., Cagiltay K., Celik B.","An analysis of course characteristics, learner characteristics, and certification rates in MITx MOOCs",2020,"Massive Open Online Courses (MOOCs), capable of providing free (or low cost) courses for millions of learners anytime and anywhere, have gained the attention of researchers, educational institutions, and learners worldwide. Even though they provide several benefits, there are still some criticisms of MOOCs. For instance, MOOCs' high dropout rates or predominantly elite participation are considered to be important problems. In order to develop solutions for these problems, a deeper understanding of MOOCs is required. Today, despite the availability of several research studies about MOOCs, there is a shortage of in-depth research on course characteristics, learner characteristics, and predictors of certification rates. This study examined MOOC and learner characteristics in detail and explored the predictors of course certification rates based on data from 122 Massachusetts Institute of Technology MOOCs (MITx) on edX platform as well as data about the 2.8 million participants registered in these MOOCs. The results indicated that as the number of courses offered and the number of learners enrolled increased in years, there was a decrease in the certification rates among enrolled learners. According to our results, the number of average chapters completed, total forum messages, and mean age predicted course certification rates positively. On the other hand, the total number of chapters in a course predicted the course certification rates negatively. Based on these results, shorter and more interactive MOOCs are recommended by considering the needs of the learners, course content design, and strategies encouraging the enrolled students to enter the courses. © 2020, Athabasca University.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090973313&partnerID=40&md5=3c59b9fa9fd2069efee279fd1204fc4e,International Review of Research in Open and Distance Learning,Athabasca University,,,,
Scopus,Conference Paper,"Hougaard B.I., Knoche H.","Stars, crests and medals: Visual badge design framework to gamify and certify online learning",2020,"The World Wide Web have changed learning culture and brought with it, massive open online courses (MOOCs). Open Badges is an open standard which allow MOOCs to create digital course diplomas. Badges gamify education and act as a statement of achievement to reward learners as they reach goals and sub-goals in learning. Existing badge frameworks offer conceptual design guidelines, but does not provide granular support to the visual badge design process. This paper reports on a work-in-progress case study which aim to design badges targeted MOOCs for the creative industry. We report and exemplify the differences between gamification badges used internally in MOOCs and certification badges used by learners as genuine evidence of skill acquisition to employers. Finally, we contribute a visual breakdown of badge characteristics which can be used in conjunction with existing conceptual badge design frameworks. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2020.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089315095&doi=10.1007%2f978-3-030-53294-9_29&partnerID=40&md5=ef712639cdfd17c4c1f19b7af336866b,"Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST",Springer,"8th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2019, and the 4th EAI International Conference on Design, Learning, and Innovation, DLI 2019",,,
Scopus,Article,"Littenberg-Tobias J., Valiente J.R., Reich J.",Studying learner behavior in online courses with free-certificate coupons: Results from two case studies,2020,"The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1,we compare participation and certification rates between courses with and without free-certificate coupons. In the courses with a free-certificate track, participants signed up for the verified-certificate track at higher rates, and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study 2, we compare learner behavior within the same courses by whether they received access to a free-certificate track. Access to free certificates was associated with lower certification rates, but overall, certification rates remained high, particularly among those who viewed the courses. These findings suggest that some incentives, other than simply the cost of paying for a verified-certificate track, may motivate learners to complete MOOCs. © 2019 Athabasca University.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080909488&doi=10.19173%2firrodl.v20i5.4519&partnerID=40&md5=9b774732c9951df284a81156a9da3eb2,International Review of Research in Open and Distance Learning,Athabasca University,,,,
Scopus,Conference Paper,"Naji K., Ibriz A.",Adaptive MOOC Supports the Elicitation of LearnersÕ Preferences,2020,"Given higher education in Morocco suffers from the increasing number of students in institutions with open access policy, the issue of language and communication, the heterogeneous academic level of students, the inability to adapt schedules for students, the evolution of new technologies, etc., innovative pedagogy has become a necessity to address these challenges. Additionally, new modes of adaptive learning need to be designed to develop innovative training programs. Many authors agree that Òinnovation in pedagogy concerns everything that is not part of formal educationÓ (Lison et al. 2014). In 2016, the Ministry of National Education, Vocational Training, Higher Education and Scientific Research in collaboration with GIP FUN MOOC, and the French Embassy signed an agreement to establish a platform MUN ÒMorocco Digital UniversityÓ. The purpose of the agreement is to encourage Moroccan Universities to develop Massive Open Online Courses (MOOCs), Small Private Online Courses (SPOCs), and other forms of online courses and to reinforce partnership with French Universities in e-learning. MOOCs were developed in 2008, and after four years of operation, the New York Times considered 2012 ÒThe year of the MOOCÓ. Since then, new features of MOOCs have motivated decision makers in higher education from across the world to create a number of online courses in their institutions. However, the weakness of MOOCs as a pedagogical innovation is the high dropout rate. Despite being massive courses, of thousands of enrollees, 50% quit after one week, 10% finish the course after completing all the modules, and only 4% obtain a certificate (Perna et al, Life Cycle of a Million MOOC Users. MOOC Research Initiative.Arlington, Texas, 2013). Given MOOCs are large-scale learning platforms that have failed to meet learnersÕ individual needs, considering this innovative pedagogy effective enough is conditional on adapting instruction to enhance student learning, learnerÕs characteristics, for example, knowledge or personal interests. In fact, why not implement adaptive learning techniques to further customize MOOCs? The purpose of this study is twofold. First, it aims to uncover the feasibility of adaptive learning on MOOCs in higher education in Morocco. Second, this investigation seeks to address the effects of adaptive learning on student learning outcomes, student engagement, and drop-out rates. © Springer Nature Switzerland AG 2020.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078461595&doi=10.1007%2f978-3-030-36653-7_6&partnerID=40&md5=2bd00e530bc7292c7ad0a8644a7acd99,Advances in Intelligent Systems and Computing,Springer Science and Business Media Deutschland GmbH,"2nd International Conference on Advanced Intelligent Systems for Sustainable Development, AI2SD 2019",,,
Scopus,Article,"Ansah R.H., Ezeh O.V., Teck T.S., Sorooshian S.",The disruptive power of massive open online course (MOOC),2020,"While MOOCs (Massive open online courses) have ignited debate in both academics and practical spheres of learning, there seem to be an absence of integrated approach for ethical conduct, as well as for course design, management, and certification. This paper remarks that systematic approaches, models and best practices for designing, delivering and managing MOOCs would offer a solution to dealing with the technological and pedagogical issues. A few cases of insights have been highlighted for developing and maintaining the real value within specific institutional strategies and implementation. Moreover, a call is made for scientific studies that would unveil comprehensive strategies to reap the full potentials of MOOCs. This article is expected to shed light on the complexities of the MOOCs system as well as to support the development of an ethical and unified discipline, in which all MOOCs developers and institutions are accountable. © 2020 by the authors.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077200806&doi=10.18178%2fijiet.2020.10.1.1337&partnerID=40&md5=ec52b5387493430adec92e0ed2a32424,International Journal of Information and Education Technology,International Journal of Information and Education Technology,,,,
Scopus,Conference Paper,"Cabral P., Paz J., Teixeira A.",The Impact of a Research-Based Institutional Strategy for Opening up Educational Practices: The Case of the MOOC-Maker Project,2020,"The MOOC-Maker project aimed to research on initiatives related to the development of management capacities in massive open online courses (MOOC). This paper presents the main experiences of the partner institutions in the MOOC-Maker project and describes the improvements achieved by the partner institutions in what concerns the design, development, and implementation of MOOC as a result of the research-based approach used in the project. In terms of methodology, we used content analysis of the different deliverables produced in the framework of the MOOC-Maker project and of the data retrieved from a dedicated survey sent to all partners. The paper elaborates on the definition, evolution, and major trends of MOOC, and open education, with particular emphasis on Latin America, characterizes the partner institutions, presents the main outcomes of the project, and finally, states a series of recommendations for quality improvement regarding the different phases of the MOOC production cycle: institutional planning, learning design, quality assurance, and certification procedures. © 2020, Springer Nature Singapore Pte Ltd.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076097151&doi=10.1007%2f978-981-13-9652-6_5&partnerID=40&md5=ea5fdc81890188c781727b5a7d8e8f0f,"Smart Innovation, Systems and Technologies",Springer,"4th International Conference on Smart Learning Ecosystems and Regional Development, SLERD 2019",,,
Scopus,Conference Paper,"Samuelsen J., Khalil M.",Study Effort and Student Success: A MOOC Case Study,2020,"Learning was once defined as the function of efforts spent in relation to efforts needed [3]. Provided that effort is closely linked to time, previous research has found a positive relationship between student effort over time and student success, both in university education and Massive Open Online Courses (MOOCs). With the complex environment of tracing and identifying relevant data of student learning processes in MOOCs, this study employs learning analytics to examine this relationship for MITx 6.00x, an introductory programming and computer science MOOC hosted on the edX MOOC platform. A population sample from the MOOC (N = 32,621) was examined using logistic regression, controlling for variables that may also influence the outcome. Conversely, the outcome of this research study suggests that there is a curvilinear relationship between effort over time and student success, meaning those who exert effort for the longest amount of time in the MOOC actually have a lower probability of obtaining a certificate than others who exert effort over somewhat less time. Finally, research implications are discussed. © 2020, Springer Nature Switzerland AG.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064672144&doi=10.1007%2f978-3-030-11932-4_22&partnerID=40&md5=34bc524a8e85e5ab5280a5177e8b1e5c,Advances in Intelligent Systems and Computing,Springer Verlag,"21st International Conference on Interactive Collaborative Learning, ICL 2018",,,
Scopus,Article,Kumar K.,A study of Veterinary ScholarsÕ Perception of MOOCs,2019,"Purpose: Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to any person to enroll, are free to begin and are delivered completely online, thus contradicting the spatial limitations of a traditional classroom. This study aims to present the findings of a study among veterinary science students examining their perceptions of MOOCs. In total, 200 participants were randomly selected for the survey, out of which 177 responded, owing to a response rate of 88.7 per cent. Majority of the respondents (93 per cent) opined MOOCs supplement other learning methods and provide lifelong opportunity. A study report established that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent), and 65 per cent knowledge seekers ranted the enormous propaganda about MOOCs are not because of the technologyÕs inherent edifying value, but because of the incredible potentials of lower costs. The participants in this survey valued their course and overall MOOC experience pleasing. Design/methodology/approach: The aim of the study is to explore veterinary studentsÕ perception of MOOCs featuring in their subject of interest. The questionnaire was written in English because it is the teaching language for undergraduates and postgraduates in most Indian higher education institutes, including the one used as a context for this study. The online questionnaires were electronically mailed to a sample of veterinary students (undergraduate and postgraduate) with a consent form seeking their permission for participation in this study and swearing them the confidentiality of their responses. The e-mail included information about the purpose of the study as well as the URL to the survey site, demographic questions on age, gender and education. This part was followed by an important research question asking if the student had heard about the new open online educational system (MOOCs) provided in websites, including Coursera, Edx, Udacity and FutureLearn, among others. Based on respondentsÕ answers, they were directed to different sections. Students who knew about MOOCs were asked various mode of getting enrolled in MOOCs. If they were not enrolled in any course, the respondents were asked about the limitations to their use. Enrolled students were questioned on their perspectives and experiences with MOOCs. For students who gained certificates, were enquired for their level of satisfaction, opinions about the integration of MOOCs into the veterinary field and hindrances encountered during accessing the course. Out of a total of 200 students who initially agreed to take part, 177 responses were received, with a response rate of 88.50 per cent, with no cases of missing data. The data were stored automatically in the hosted online survey service into a separate database after the submission of the responses. The descriptive data analyses (such as average) were led using the data analysis tool provided. Findings: Even though most MOOCs do not provide academic credit or result in a degree, some of the biggest beneficiaries of MOOCs are students formally enrolled in an academic program, are provided a free mode to obtain additional academic assistance that would not otherwise be available (Parke Muth, 2018)15. Correspondingly, 93 per cent of the students opined MOOCs supplement other learning methods and provide lifelong opportunity. Learning has traditionally cost both money and time. With MOOCs, it now just costs time. In total, 24 per cent of the participants have discoursed free of cost as one of the intentions to choose their course. Almost every respondent (99 per cent) was interested toward online discussion forum, and 91 per cent preferred course materials containing video and audio files were pretty beneficial, while 88 per cent felt teaching through electronic whiteboard was the most advantageous criterion in their course. The study findings indicated that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent). Research limitations/implications: The study considered veterinary science undergraduate (BVSc) and postgraduate (MVSc) students alone, veterinary faculties are not included for the survey. There was comparatively less participation of respondents who enrolled or successfully completed a MOOC, which makes the analysis of limitations and satisfaction less reliable. Hence, the study results cannot be generalized as a comprehensive report of veterinary science scholarsÕ perceptiveness. Originality/value: Animal health involves household pets and their care, in addition to livestock health and protection from diseases like bovine babesiosis, bovine tuberculosis and heartwater. There are numerous MOOCs offering online, contact or blended interventions in veterinary science and animal health that afford professionals quick and easy options to obtain credentials, including courses in pharmacology and toxicology, practice management, veterinary and para-veterinary studies, veterinary tropical diseases, radiology and wildlife management. As it is necessary to gain an understanding of the veterinary studentsÕ level of familiarity and their insight toward the MOOC concept, the study attempts to explore their knowledge through an online survey. © 2019, Emerald Publishing Limited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076049110&doi=10.1108%2fILS-04-2019-0031&partnerID=40&md5=7efa0d7e304f36e3a2105a9e4d6e4e0a,Information and Learning Science,Emerald Group Holdings Ltd.,,,,
Scopus,Conference Paper,"Jiang X., Liu W., Liu J.",Learning Analytics in a Blended Computer Education Course,2019,"Massive open online courses (MOOCs) have been widely used and many institutions have invested considerable effort in developing, promoting and delivering such courses. Online educational pattern, both inside and outside of the campus community, have been become more popular. In recent years, a new research agenda has emerged, focusing on predicting and explaining dropouts and MOOCs with low completion rates. However, due to different problem specifications and evaluation metrics, performing learning analytics (LA) of online education is a challenging task. The online learner has a variety of purposes, such as complete learning courses, some knowledge points in work-based learning courses, selective learning for reviewing exams, certificate-based learning, and watching videos for interest. According to users'online behavior data, it is difficult to study why so many people drop out of MOOCs. Because users have many reasons, such as not understanding, bad network connection, other things to do, and so on. This paper study was performed to analyze data of students' online activity in a blended computer education course in Northwestern Polytechnical University (NPU) to identify quantitative markers that correlate with students' performance and might be used as early warning signs for possible data-driven measures. We applied the research methodology to three online courses offered generously by the Chinese University MOOC (CUMOOC) to evaluate the effectiveness. © 2019 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086180679&doi=10.1145%2f3397453.3397456&partnerID=40&md5=dc3430bfeadf174a9f674c3414c05396,PervasiveHealth: Pervasive Computing Technologies for Healthcare,ICST,"2019 International Workshop on Artificial Intelligence and Education, WAIE 2019",,,
Scopus,Article,"Formanek M., Buxner S., Impey C., Wenger M.",Relationship between learners' motivation and course engagement in an astronomy massive open online course,2019,"In this work we study how different motivations of learners relate to their engagement in a massive open online course (MOOC). The research was conducted in a cohort-based astronomy MOOC ""Astronomy: Exploring Time and Space"" provided through the Coursera platform. In order to discern motivations of course participants, the Science Motivation Questionnaire II was administered as a first assignment of the course. The survey data were collected from December 2016 until December 2018 and responses from 3701 learners were acquired. In order to determine the relationship of motivation to course performance, four course engagement indicators are defined: course completion, use of video lectures, participation in the discussion forums, and participation in peer-grading assignments. Self-determination and self-efficacy are identified as the main motivational factors influencing all aspects of the course engagement except for the video usage. We show that both of these decrease with age, but increase with the number of previously taken science courses. The main reasons for signing up for the course which had an effect on course engagement were the goal of getting a certificate and perceived importance of the reputation of the instructor. There was no statistically significant difference in motivations between people who dropped after the first peer graded writing assignment and those who successfully completed the course, suggesting that after the first writing assignment learners quit from other reasons than lack of motivation. Unexpectedly, learners with high career, grade, and social motivation watched statistically significantly fewer instructional videos, and social motivation did not play a role in the forum usage. © 2019 authors. Published by the American Physical Society. Published by the American Physical Society under the terms of the ""https://creativecommons.org/licenses/by/4.0/"" Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078611721&doi=10.1103%2fPhysRevPhysEducRes.15.020140&partnerID=40&md5=7e95fabd96cc9924ef49138855d1f461,Physical Review Physics Education Research,American Physical Society,,,,
Scopus,Article,"Mourdi Y., Sadgal M., El Kabtane H., Berrada Fathi W.","A machine learning-based methodology to predict learnersÕ dropout, success or failure in MOOCs",2019,"Purpose: Even if MOOCs (massive open online courses) are becoming a trend in distance learning, they suffer from a very high rate of learnersÕ dropout, and as a result, on average, only 10 per cent of enrolled learners manage to obtain their certificates of achievement. This paper aims to give tutors a clearer vision for an effective and personalized intervention as a solution to ÒretainÓ each type of learner at risk of dropping out. Design/methodology/approach: This paper presents a methodology to provide predictions on learnersÕ behaviors. This work, which uses a Stanford data set, was divided into several phases, namely, a data extraction, an exploratory study and then a multivariate analysis to reduce dimensionality and to extract the most relevant features. The second step was the comparison between five machine learning algorithms. Finally, the authors used the principle of association rules to extract similarities between the behaviors of learners who dropped out from the MOOC. Findings: The results of this work have given that deep learning ensures the best predictions in terms of accuracy, which is an average of 95.8 per cent, and is comparable to other measures such as precision, AUC, Recall and F1 score. Originality/value: Many research studies have tried to tackle the MOOC dropout problem by proposing different dropout predictive models. In the same context, comes the present proposal with which the authors have tried to predict not only learners at a risk of dropping out of the MOOCs but also those who will succeed or fail. © 2019, Emerald Publishing Limited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068139685&doi=10.1108%2fIJWIS-11-2018-0080&partnerID=40&md5=b29edbee1e7f8b3460c80d562bc89f5c,International Journal of Web Information Systems,Emerald Group Holdings Ltd.,,,,
Scopus,Conference Paper,"John C., Staubitz T., Meinel C.",Took a MOOC. Got a Certificate. What now?,2019,"This Research to Practice Full Paper presents the results of a survey among the participants of our MOOC platform about the benefits of what they have learned in our courses and the benefits of the certificates that they have earned for their daily life. We often hear about the high dropout rates in Massive Open Online Courses (MOOCs). On the other hand, there is a lot of movement towards micro-credentials, online master's degrees based on MOOCs, and formal MOOC degrees. However, what is the classic MOOC clientele actually doing with their certificates? What are the reasons why successful MOOC learners put a lot of time and effort in exams and exercises? Do employers accept these certificates in application portfolios? Do they allow their employees to participate in a MOOC during their working hours? Do they pay for the certificates? Are there any differences concerning gender because women are still in the minority in science, technology, engineering and mathematics (STEM) and their career paths often hit a plateau? These questions have been on our mind since we started offering courses on our MOOC platform in 2012. We have had anecdotal evidence, for example, that a participant was helped to get a new job with a certificate from one of our courses - yet this is ultimately just hearsay. Therefore, to find out what is really going on we conducted a survey among the 187,000 registered users of our platform. © 2019 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080520251&doi=10.1109%2fFIE43999.2019.9028698&partnerID=40&md5=8c082cc3a183664611561a0f199719b5,"Proceedings - Frontiers in Education Conference, FIE",Institute of Electrical and Electronics Engineers Inc.,"49th IEEE Frontiers in Education Conference, FIE 2019",,,
Scopus,Conference Paper,"Wang L., Hemberg E., O'Reilly U.-M.","The Influence of Grades on Learning Behavior in MOOCs: Certification vs, Continued Participation",2019,"MOOCs (massive open online courses) often use comprehensive exams and homework problem sets to assess students in their overall understanding of course material. The grades students receive on these tests and assignments determine whether they complete or become certified in course material. However, beyond receiving a certification, how do grades impact the learning behavior in students? Do students who receive poor grades actively change their overall activity to improve their grades? To better understand the impact of grades, we observe overall student activity on two MITx MOOCs for certified students and students who continuously participate in MOOC assignments. We use click stream data to compile the overall activity of a student and we use points earned divided by total possible points to calculate the students' grades. We observe that students with the highest levels of activity have some of the highest grades. We also observe that the difference in activity before and after the finalization of a grade (delta-Activity) have greater variation as grade increases. Finally, we observe very little changes in grades (delta-grade) for certified students when visualized against delta-Activity and that continuously participating students have greater grade changes compared to certified students. © 2019 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078071780&doi=10.1109%2fLWMOOCS47620.2019.8939614&partnerID=40&md5=f03e98fae62fb837fb2f3f5be3da74f2,"Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019",Institute of Electrical and Electronics Engineers Inc.,"2019 IEEE Learning With MOOCS, LWMOOCS 2019",,,
Scopus,Conference Paper,"Maiyuran J., Bajwa A., Bell A., Hemberg E., O'Reilly U.-M.",How Student Background and Topic Impact the Doer Effect in Computational Thinking MOOCs,2019,"Interactive practice exercises are a fundamental design element of most online courses. Their value can be quantified by the 'doer effect'-A reliable correlation between practice and learning outcomes that is stronger than the correlation between video watching and learning outcomes. In two computational thinking and programming MOOCs, we first confirm the doer effect for all certificate earners in short and long term grade outcomes. This leads to asking: Is the doer effect similar when experienced learners are compared to novices? Is it present, regardless of the topic being taught? We find the doer effect varies in magnitude across learners of different experience level and topics, suggesting that the importance of practice depends on the topic and the learner's background. Our findings inform scalable instructional design in MOOCs by demonstrating that the doer effect, present at a high level, also exhibits fine-grained variation across student background and topics. © 2019 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078054149&doi=10.1109%2fLWMOOCS47620.2019.8939643&partnerID=40&md5=d8b1ec341bce67815817e6d5a9ef6cb6,"Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019",Institute of Electrical and Electronics Engineers Inc.,"2019 IEEE Learning With MOOCS, LWMOOCS 2019",,,
Scopus,Article,"Lan M., Hou X., Qi X., Mattheos N.",Self-regulated learning strategies in world's first MOOC in implant dentistry,2019,"Background: Massive Open Online Courses (MOOCs) have been often described as a major innovation Higher Education, but their application in the teaching of clinical disciplines is still very limited, while there is a lack of scientific evaluations in this domain. The aim of this study was to investigate learners' behaviours and correlate patterns of Self-Regulated Learning (SRL) with performance and achievement during a MOOC in Implant Dentistry. Methods: The clickstream data of learners from the first run of the MOOC Implant dentistry by The University of Hong Kong were modelled and quantified based on Zimmerman's SRL model. The data were quantitatively analysed by means of k-means clustering for evidence of five SRL behavioural indicators of student activity. The clusters identified were then correlated with student engagement and learning performance. Results: A total of 7608 individuals enrolled, 5014 engaged (active learners 65.90%), 1277 of them (25.47%) completed the course and 1232 purchased a certificate. Two major groups of learners emerged: Attentive (nÊ=Ê1433) who were more likely to follow the prescribed pathway in the MOOC and Auditors (nÊ=Ê3581) who accessed content selectively. There was significantly higher engagement, achievement and completion rates among Attentive than Auditors. Both groups included subcategories (Browser, Digger, Test-driven, Sampler, Persistent) which might reflect different SRL strategies. Conclusion: A MOOC in a clinical discipline can achieve high enrolment and completion rates as compared to current benchmarks. There appears to be a wide diversity of learning behaviours among learners, with two however dominant patterns. Learners with a linear learning pathway achieved significantly higher grades and completion rates than those who accessed content irregularly and selectively. Such differences however might be influenced by the demographic and professional background of the learner, as well as their motivation to attending the MOOC. Certain learning behaviours, in particular how learners access content in relation to assessments might be closer related to SRL. © 2019 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061989366&doi=10.1111%2feje.12428&partnerID=40&md5=9ed5ad6bc538109ec4c93553479961ec,European Journal of Dental Education,Blackwell Publishing Ltd,,,,
Scopus,Conference Paper,"Littenberg-Tobias J., RuipŽrez-Valiente J.A., Reich J.",Impact of free-certificate coupons on learner behavior in online courses: Results from two case studies,2019,"The relationship between pricing and learning behavior is an increasingly important topic in MOOC (massive open online course) research. We report on two case studies where cohorts of learners were offered coupons for free-certificates to explore price reductions might influence user behavior in MOOC-based online learning settings. In Case Study #1, we compare participation and certification rates between courses with and without coupons for free-certificates. In the courses with a free-certificate track, participants signed up for the verified certificate track at higher rates and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study #2, we compare the behaviors of learners within the same courses based on whether they received access to a free-certificate track. Access to free-certificates was associated with somewhat lower certification rates, but overall certification rates remained high particularly among those who viewed the courses. These findings suggests that some other incentives, other than simply the sunk-cost of paying for a verified certificate-track, may motivate learners to complete MOOC courses. © 2019 Copyright held by the owner/author(s). Publication rights licensed to ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083953607&doi=10.1145%2f3330430.3333654&partnerID=40&md5=c971e737737a0f4e8a803f4240fdea0e,"Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019","Association for Computing Machinery, Inc","6th ACM Conference on Learning at Scale, L@S 2019",,,
Scopus,Conference Paper,"Rohloff T., Sauer D., Meinel C.",On the acceptance and usefulness of personalized learning objectives in MOOCs,2019,"With Massive Open Online Courses (MOOCs) the number of people having access to higher education increased rapidly. The intentions to enroll for a specific course vary significantly and depend on oneÕs professional or personal learning needs and interests. All learners have in common that they pursue their individual learning objectives. However, predominant MOOC platforms follow a one-size-fits-all approach and primarily aim for completion with certification. Specifically, technical support for goal-oriented and self-regulated learning to date is very limited in this context although both learning strategies are proven to be key factors for studentsÕ achievement in large-scale online learning environments. In this first investigation, a concept for the application and technical integration of personalized learning objectives in a MOOC platform is realized and assessed. It is evaluated with a mixed-method approach. First, the learnersÕ acceptance is examined with a multivariate A/B test in two courses. Second, a survey was conducted to gather further feedback about the perceived usefulness, next to the acceptance. The results show a positive perception by the learners, which paves the way for future research. © 2019 Copyright held by the owner/author(s). Publication rights licensed to ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083951157&doi=10.1145%2f3330430.3333624&partnerID=40&md5=98065e111a529bba54f78e6d15e9b96d,"Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019","Association for Computing Machinery, Inc","6th ACM Conference on Learning at Scale, L@S 2019",,,
Scopus,Conference Paper,"Wang L., O'Reilly U.-M., Hemberg E.",On the influence of grades on learning behavior of students in MOOCs,2019,"MOOCs (Massive Open Online Courses) frequently use grades to calculate whether a student passes the course. To better understand how student behavior is influenced by grade feedback, we conduct a study on the changes of certified studentsÕ behavior before and after they have received their grade. We use observational student data from two MITx MOOCs to examine student behavior before and after a grade is released and calculate the difference (the delta-activity). We then analyze the changes in the delta-activity distributions across all graded assignments a we observe that the variation in delta-activity decreases as grade decreases, with students who have the lowest grade exhibiting little or no change in weekly activity. This trend persists throughout each course, in all course offerings, suggesting that a change in grade does not correlate with a change in the behavior of certified MOOC students. Copyright held by the owner/author(s).",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083950586&doi=10.1145%2f3330430.3333652&partnerID=40&md5=83bc506aebd3cf548f7d5be031ecb201,"Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019","Association for Computing Machinery, Inc","6th ACM Conference on Learning at Scale, L@S 2019",,,
Scopus,Conference Paper,"Mareca P., Bordel B.","Students Profiles and their Behavior in MOOC Platforms, MIRIADAX Platform [Perfiles de estudiantes y su comportamiento en las plataformas MOOC plataforma MIRIADAX]",2019,"Massive Online Open Courses (MOOC) have revolutionized the relation between higher education institutions and society. Through web platforms, universities and other institutions offer content and courses where any student can enroll. With this new approach, much knowledge that previously was only accessible to official students paying, in general, expensive fees, is now accessible to any citizen for free. In addition, institutions of higher education usually grant a certificate to students who passed the course. However, this divulgative and massive open approach also creates some distortions. In particular, the management of MOOC courses is a task of extreme complexity, due to the mixture of a large number of very different student profiles, and the combination of nonaligned interests. As a consequence, the dropout rate in these courses is higher than 70% in most courses. In any case, before proposing any solution, it is necessary to analyze and study the current situation in a systematic and scientific way. Therefore, this article describes an experience carried out jointly by professors from the Universidad PolitŽcnica de Madrid (UPM, Spain) and the University of Tras os Montes e Alto Douro (Portugal), based on the creation and teaching of a MOOC course focused on domotics and Arduino technologies, accessible on the MiriadaX platform. This study focuses on the academic results obtained, and the different profiles of students that have been identified in the 2018 academic year. © 2019 AISTI.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070112452&doi=10.23919%2fCISTI.2019.8760696&partnerID=40&md5=1f2c33ee1b051a17777b1b6e4b73d0aa,"Iberian Conference on Information Systems and Technologies, CISTI",IEEE Computer Society,"14th Iberian Conference on Information Systems and Technologies,  CISTI 2019",,,
Scopus,Article,"Robinne F.-N., Gallagher L., BrŽthaut C., Schlaepfer M.A.",A novel tool for measuring the penetration of the ecosystem service concept into public policy,2019,"The ecosystem services (ES) concept has gained traction amongst stakeholders involved in environmental regulation, yet little is known about the extent to which the ES concept has been translated into public policy. Here, we present a new online database of policy documents related to ES: GlobaLDES (https://tinyurl.com/GlobalDES). The database was created in 2016 and compiled through a crowdsourced process. Learners involved in a Massive Open Online Course (MOOC) were invited to submit documents that explicitly refer to ES. We included in our analysis documents related to laws, regulations, ordonnances, tax incentives, certification, and strategic planning. By early 2018 the database contained 136 relevant entries from 46 countries. Most examples (60%) were in a language other than English. More than 50% of entries addressed multiple ES or the link between biodiversity and ES. There was also a positive temporal trend towards inclusion of multiple ecosystem services. The GlobaLDES database represents the first known snapshot of the mainstreaming of the ES concept at a global scale. Our analysis suggests an accelerating adoption of the ES concept into policy. As the number of entries improves, GlobaLDES will serve as a useful benchmarking tool for monitoring the diffusion of the ES concept into policy-making. © 2019",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062822037&doi=10.1016%2fj.ecoser.2019.100914&partnerID=40&md5=cd24c6f0f5a7750319f52d38368e1d83,Ecosystem Services,Elsevier B.V.,,,,
Scopus,Article,Lee Y.,Using Self-Organizing Map and Clustering to Investigate Problem-Solving Patterns in the Massive Open Online Course: An Exploratory Study,2019,"This study investigated whether clustering can identify different groups of students enrolled in a massive open online course (MOOC). This study applied self-organizing map and hierarchical clustering algorithms to the log files of a physics MOOC capturing how students solved weekly homework and quiz problems to identify clusters of students showing similar problem-solving patterns. The usefulness of the identified clusters was verified by examining various characteristics of students such as number of problems students attempted to solve, weekly and daily problem completion percentages, and whether they earned a course certificate. The findings of this study suggest that the clustering technique utilizing self-organizing map and hierarchical clustering algorithms in tandem can be a useful exploratory data analysis tool that can help MOOC instructors identify similar students based on a large number of variables and examine their characteristics from multiple perspectives. © The Author(s) 2018.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041579763&doi=10.1177%2f0735633117753364&partnerID=40&md5=3d7ac301089a7fbb0e8374549221c887,Journal of Educational Computing Research,SAGE Publications Inc.,,,,
Scopus,Article,"Brunton J., Brown M., Costello E., Farrell O.",Pre-induction supports for flexible learners: The head start online MOOC pilot. a practice report,2019,"This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners. © 2019, QUT Library. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066113725&doi=10.5204%2fssj.v10i1.434&partnerID=40&md5=fd4e5cc8a5ade2dd252b921c74f49fd4,Student Success,QUT Library,,,,
Scopus,Conference Paper,"Porouhan P., Premchaiswadi W.",Behavioral Performance Evaluation and Emotion Analytics of a MOOC Course via Fuzzy Modeling,2019,"The main objective of this study is to compare and distinguish both behavioral differences and emotional changes of a group of students who earned a certificate after the end of a MOOC (Massive Open Online Course), versus another groups of students who dropped out the course unsuccessfully. To do this, a process mining process discovery technique so-called Fuzzy Miner, based on Frequency-Based and Time-Performance metrics, was applied on a set of event logs previously collected from an authentic learning environment. The resulting fuzzy graphs/models showed a significant dissimilarity between the two groups in terms of the behavioral structure and the sequence of the performed/executed tasks (and activities), the average (mean) duration of the waiting times (or inactive interval/time gaps) in addition to the emotional mood shifts and changes. The findings of the study can be beneficial to not only the MOOC course developers, but to lecturers and researchers as well, in such a way leading to higher attrition rate running online courses and syllabuses. © 2018 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061916339&doi=10.1109%2fICTKE.2018.8612402&partnerID=40&md5=81e7528028cfd09e4fe43f193c4adbaf,International Conference on ICT and Knowledge Engineering,IEEE Computer Society,"16th International Conference on ICT and Knowledge Engineering, ICT and KE 2018",,,
Scopus,Conference Paper,"Cobos R., Olmos L.",A Learning Analytics Tool for Predictive Modeling of Dropout and Certificate Acquisition on MOOCs for Professional Learning,2019,"Massive Open Online Courses (MOOCs) appeared as a proper way to provide lifelong learning for potential learners of both professional and academic settings. Industry leaders can benefit from these courses because they foster the professional development of their employees in their industry. Despite these benefits, these online courses continue to register a high dropout rate and a vast number of their learners do not acquire the certificate provided at the completion of the course. This article proposes a predictive modeling tool with several Machine Learning algorithms (for generating Predictive Models) and feature engineering in MOOCs data integrated to contribute research to this specific issue. The proposed tool predicts two situations: which learners are likely to leave the course (dropout) and which learners are expected to pass the course (certificate acquisition). The tool was tested in fifteen deliveries of seven MOOCs. Initial results provide interesting information, for instance, that the accuracy of predicting certificate acquisition is higher than the precision of predicting dropout for all algorithms. © 2018 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061832448&doi=10.1109%2fIEEM.2018.8607541&partnerID=40&md5=0201e782bee095112b5e261dd2cc257b,IEEE International Conference on Industrial Engineering and Engineering Management,IEEE Computer Society,"2018 IEEE International Conference on Industrial Engineering and Engineering Management, IEEM 2018",,,
Scopus,Conference Paper,"Alecu A.A., Pavaloiu B.I., Dobre-Trifan C.G.",A novel free cloud service for machine learning and beyond,2019,"The concept of eLearning has grown exponentially in recent years. Indeed, what was but a few decades ago exclusively reserved for classroom attendees of university institutions and their closed intranets has today become a publicly accessible source of information, with public and private-owned eLearning MOOC (Massive Open Online Courses) platforms dominating the digital landscape and bringing with them a plethora of services such as video courses, certifications and employee recruitment. Nonetheless, while adding significant public value, such platforms still fail to completely bridge the gap between academia and industry in the hands-on knowledge application sense. This is especially true for domains such as machine learning that are known to require tremendous computational resources if one wishes to transition from simplistic lab exercises to complex state-of-the-art models, which is something a MOOC - or most academic institutions for that matter - simply cannot afford. Private cloud providers have taken up the challenge here and opened their offerings to the research community with programs such as TensorFlow Research Cloud, Microsoft Cognitive Toolkit (CNTK) on Azure, Apache MXNet on Amazon AWS, to name but a few. Nonetheless, access to such resources remains limited: either the resources themselves are scarce and consequently freely available only to a restricted research community, or they are free for a limited time, or they follow a freemium model. This paper describes a novel distributed publicly-hosted overlay network that provides free collaborative eLearning material and computational resources to its users. Unlike most of its P2P counterparts in existence today that address alternative public needs (i.e. anonymity, file sharing,É), it offers unlimited runtime access to all the computational resources that collectively define its topology. In this respect, an example use case is one wherein a distributed machine learning system can be orchestrated by any user and freely deployed for execution on any number of available nodes within the network, without any limitation other than that of the underlying hardware and network latency performance capabilities themselves. Additionally, source code and accompanying eLearning courses are regularly published to the network and made freely available by users belonging to the academic and subject matter expert practitioner community, implementing solutions ranging from simple classroom exercises to entire production-ready systems. The network is collaborative by design, such that learning material can be collectively worked on and published, training data can be shared and successfully deployed software solutions can be load-balanced and made accessible to the entire community. Moreover, the distributed network follows a decentralized model governed only by a handful of master nodes that, similarly to all its other nodes, are hosted by the users themselves, and in this sense constitutes a novel cloud offering maintained by the general public rather than any given private cloud provider. Finally, we argue that beyond its educational and computational power offerings, the described network likely constitutes the best test platform for any designed software system: indeed, given the volatile nature of the network (wherein user-hosted resources can join or go offline at any moment), we claim that any software system that can ÒsurviveÓ and maintain its levels of SLA (service level agreement) on this network is guaranteed to perform similarly or better on a more traditional pay-per-usage cloud provider infrastructure. © 2019, National Defence University - Carol I Printing House. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085181750&doi=10.12753%2f2066-026X-19-030&partnerID=40&md5=4c6e5c361da07dae0c4916f4ea87b617,eLearning and Software for Education Conference,National Defence University - Carol I Printing House,"15th International Scientific Conference on eLearning and Software for Education, eLSE 2019",,,
Scopus,Book Chapter,Murray J.-A.,Massive open online courses: Current and future trends in biomedical sciences,2019,"The first massive open online courses or MOOCs were offered in 2008 in the USA, since then MOOCs have hit the higher education (HE) section by storm and have continued to grow rapidly since 2012, with hundreds of HE establishments across the globe engaged in providing MOOCs. MOOCs are online courses that are open to everyone and anyone to join with typically no limits to the number of participants or prerequisite qualifications. In some MOOCs there is an option to pay for a certificate upon completion. This chapter captures the use and future of MOOCs in the biomedical sciences. As the number of MOOCs available in biomedical subject areas grow, so do the number of participants taking these courses, with many of these learners and professionals looking to update their knowledge in the biomedical sciences. There is also a growing use of MOOCs in higher education as a recourse for campus degree programmes, known as hybrid MOOCs, where the MOOC provides the learning and the assessment is undertaken by the educational institution. The growing number of MOOCs available for credit is changing the way some learners are accessing higher education and the development of micro degrees obtained through the completion of a number of MOOCs may potentially change the way higher education is provided in the future. Finally, the potential of artificial intelligence to provide virtual classroom assistants is also a possible game changer, allowing more personalised learning to be delivered at scale. © Springer Nature Switzerland AG 2019.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076359778&doi=10.1007%2f978-3-030-24281-7_5&partnerID=40&md5=f2e65361a2ecadd7ba31c53b57a109b7,Advances in Experimental Medicine and Biology,Springer,,,,
Scopus,Article,"Chaw L.Y., Tang C.M.",Driving high inclination to complete massive open online courses (MOOCs): Motivation and engagement factors for learners,2019,"Today, online learning is prospering from the widely available and easily accessible connection to the Web. Massive open online course (MOOC) platforms such as Coursera, edX, and Udemy have made available several thousands of short courses at several difficulty levels in a wide variety of disciplines, ranging from business, computer science to literature, for learners to select from. Learners who are looking to earn credentials for career advancement or personal interest would find MOOCs attractive not only because of the time and place flexibility these courses offer, but also because of the free enrollment or the very small certificate fee upon completion, as well as the emergent recognition these courses are receiving for their high quality learning delivery from leading educational institutions. Learners who enroll in a MOOC would typically need to participate in various learning activities and complete a few assessment tasks to complete the course. However, it has been commonly reported that the completion rates of MOOCs are low. Based on the common notion that when learners are more motivated to learn, they are likely to better engage in learning and have a higher likelihood to complete a MOOC, this study adopted the Motivation and Engagement Scale (MES) by Martin (2007, 2009) to collect responses from university students to examine whether positive motivation resulted in positive engagement; whether negative motivation resulted in negative engagement; and how positive or negative engagement swayed learnersÕ inclination to complete a MOOC if they were to enroll in one. Findings show that there was a statistically significant positive relationship between positive motivation and positive engagement, between negative motivation and negative engagement, and between positive engagement and inclination to complete a MOOC. However, the relationship between negative engagement and inclination to complete a MOOC was statistically not significant. Findings of this study can be useful to MOOC providers and learners in their effort to develop strategies to increase completion rates of MOOCs. ©ACPIL",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071172010&doi=10.34190%2fJEL.17.2.05&partnerID=40&md5=7d7820725ad362f8658960da54bebb07,Electronic Journal of e-Learning,Academic Publishing Ltd,,,,
Scopus,Conference Paper,"Langseth I., Lysne D.A., Nykvist S., Haugsbakken H.",MOOC Platforms: A nordic approach to research informed education in higher education,2019,"Due to a growing demand for flexible lifelong learning, many universities will need to transform their educational strategies to meet societal demands to stay in business in a market where global competition with new technological tools such as educational Massive Open Online Course (MOOC) platforms can transform the industry. In this article, we discuss a future approach for courses in Higher Education Institutions (HEIs), inspired by the Nordic welfare state model, and MOOC platform technology. Contrary to many earlier MOOC initiatives, where access was free of charge and open to all, we see a commercial freemium trend on MOOC platforms. Now we see a trend towards short, free, ""teaser"" courses that encourage learners to pay for a certificate and to undertake quality assured and accredited micro-master courses hidden behind paywalls. This trend aligns with the principle of paid access to courses on campus in Higher Education in many countries. In this paper, we argue that MOOC platforms should be a vehicle to promote transparency, i.e. open access to high quality, research informed and instructionally designed course content, regardless of the nature of the course. In doing so, universities could contribute to strengthening the quality of content available to all learners on the Internet in the short term (e.g. Facebook Google, and YouTube) and in the long term (democracy, equity and academic thinking). The approach we propose is based on our contribution to a strategic policy document for further education at a larger Nordic university in 2018. © 2019 CEUR-WS. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065532491&partnerID=40&md5=08216f84d43258b3c225f877ded5902e,CEUR Workshop Proceedings,CEUR-WS,"2019 Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs, EMOOCs-WIP 2019",,,
Scopus,Conference Paper,"Alshehri A., Coenen F., Bollegala D.",Behavioural biometric continuous user authentication using multivariate keystroke streams in the spectral domain,2019,"Continuous authentication is significant with respect to many online applications where it is desirable to monitor a userÕs identity throughout an entire session; not just at the beginning of the session. One example application domain, where this is a requirement, is in relation to Massive Open Online Courses (MOOCs) when users wish to obtain some kind of certification as evidence that they have successfully competed a course. Such continuous authentication can best be realised using some forms of biometric checking; traditional user credential checking methods, for example username and password checking, only provide for ÒentryÓ authentication. In this paper, we introduce a novel method for the continuous authentication of computer users founded on keystroke dynamics (keyboard behaviour patterns); a form of behavioural biometric. The proposed method conceptualises keyboard dynamics in terms of a Multivariate-Keystroke Time Series which in turn can be transformed into the spectral domain. The time series can then be monitored dynamically for typing patterns that are indicative of a claimed user. Two transforms are considered, the Discrete Fourier Transform and the Discrete Wavelet Transform. The proposed method is fully described and evaluated, in the context of impersonation detection, using real keystroke datasets. The reported results indicate that the proposed time series mechanism produced an excellent performance, outperforming the comparator approaches by a significant margin. © Springer Nature Switzerland AG 2019.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063981777&doi=10.1007%2f978-3-030-15640-4_3&partnerID=40&md5=213b597dc079a8926c9219cbcf892058,Communications in Computer and Information Science,Springer Verlag,"9th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management, IC3K 2017",,,
Scopus,Article,"Luik P., Suviste R., Lepp M., Palts T., T›nisson E., SŠde M., Papli K.",What motivates enrolment in programming MOOCs?,2019,"Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course ÒAbout ProgrammingÓ was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies. © 2017 British Educational Research Association",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85037978881&doi=10.1111%2fbjet.12600&partnerID=40&md5=81043e1599b6c52b370ecd6c33dc8e77,British Journal of Educational Technology,Blackwell Publishing Ltd,,,,
Scopus,Article,"Mabuan R.A., Ramos A.A., Matala C.C., Navarra A.M., Ebron G.P., Jr.",MOOC camps for teacher professional development: The Philippine experience,2018,"Massive Open Online Courses (MOOCs) are dramatically reconfiguring and redefining teacher training. With MOOCs' ubiquity, openness and accessibility, they have become a new platform for teacher professional development across the globe. Utilizing an ethnographic approach, this study examined aspects of memories, perspectives and experiences of the 17 MOOC participants (4 university instructors and 13 high school teachers) in Manila, the Philippines who successfully completed three MOOCs sponsored by the U.S. Department of State and administered by Family Health International and World Learning via Canvas (www.canvas.net) as the MOOC platform. The completed MOOCs were: Teaching Grammar Communicatively (September 25 - October 29, 2017), Integrating Critical Thinking into the Exploration of Culture in an EFL Setting (February 5 - March 26, 2018), and Using Educational Technology in the English Language Classroom (April 16 - May 21, 2018). Data from individual reflections, journals and focus group discussions revealed that, in general, the participants viewed MOOCs as a practical and effective means for professional development because of their open, free and flexible features, while MOOC camps are seen as a community of practice that engages MOOC participants and sustains their motivation in completing the courses successfully. Furthermore, participants' aims for completing the courses were drawn: to get certification, to have access to quality open educational resources, to participate in a new mode of learning, to acquire new knowledge and skills, inter alia. Andragogical and pedagogical implications are provided in the light of these findings. © 2018 Asian E F L Journal Press. All Rights Reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060697037&partnerID=40&md5=2b6a308f3528bd7a79b2fabc5392f2bc,Asian EFL Journal,Asian E F L Journal Press,,,,
Scopus,Article,"Arnavut A., Bicen H.",Determination of teachersÕ perspectives and level of readiness towards MOOCs for tolerance education,2018,"New opportunities are now provided in individualÕs lives due to the development of technology. This has led to changes in educational environments as well as technology, which has removed barriers to participation due to the novelty that it presents for teacher and the learners at the same time. The Massive Open Online Course (MOOC) environment is the best example of this phenomenon where advanced technology is at the forefront and it is an extension of distance learning. By eliminating barriers such as place, time, background and infrastructure, the Massive Online Open Courses act as a guide for lifelong learning and enables learners to achieve rapid development on the, paving the way for learners to obtain certificates and diplomas at their own convenience, provided they have an Internet connection. The aim of this study is to improve a scale that is related to the determination of the teachersÕ perspectives and the level of readiness towards traditional Massive Open Online Courses. Also, it will guide people who study in the MOOC field and provide them with future direction. © 2017, Springer Science+Business Media B.V.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027889538&doi=10.1007%2fs11135-017-0546-z&partnerID=40&md5=9ee9ff8bd705364c85bf8c163dedb592,Quality and Quantity,Springer Netherlands,,,,
Scopus,Conference Paper,"Psathas G., Chalki P., Demetriadis S., Tsiara A.",Profiles and Motivations of Participants in Greek MOOC for Python Programming,2018,"This paper presents data about learners' preferences, background and learning behavior in 'Introduction to programming with Python' MOOC, offered in Autumn 2017. After the 6-week duration of the course, data collected through questionnaire and the MOOC's platform log files. The results showed that learners taking part in such MOOCs hold at least a Bachelor's or a Master's degree, and their age is between 26 and 45. The course's certificate acts as a motivational factor for learners to finish the course, and also as participation in activities forecast. It has also been observed that the most prominent reason for learners to participate in the MOOC was their current or future working career development. © 2018 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059014294&doi=10.1109%2fLWMOOCS.2018.8534636&partnerID=40&md5=64d1178d185d16e9fb1811cb4e639dcf,"Proceedings of 2018 Learning With MOOCS, LWMOOCS 2018",Institute of Electrical and Electronics Engineers Inc.,"5th International Conference on Learning with MOOCs, LWMOOCS 2018",,,
Scopus,Conference Paper,"See Z.S., Lee X.S., Brimo A., Thwaites H., Goodman L.",MOOC for AR VR Training,2018,"This paper provides a case study of massive open online course (MOOC) for augmented reality (AR) and virtual reality (VR). The research studies the obstacles, challenges and usability issues entailed in the management of a novel MOOC for AR and VR training. The electronic learning form of MOOC has been adapted and made available for a number of universities and organizations. It brings learning opportunities for university students and industrial professionals to go through online-based courses on their own pace, and some MOOCs provide certifications for specialized subjects. However, the nature of working on AR and VR requires specialized equipment such as mobile tablets with high computing capability, workstation with fast graphic processing units (GPU) and head-mount-devices (HMD). This case study investigation outlines an overview of the potential obstacles and issues with the intention of how MOOC addresses best practices and the fundamental requirements of AR and VR training. © 2018 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057043799&doi=10.1109%2fGEM.2018.8516514&partnerID=40&md5=428e76aa8b37263a3b12be821becf4c3,"2018 IEEE Games, Entertainment, Media Conference, GEM 2018",Institute of Electrical and Electronics Engineers Inc.,"2018 IEEE Games, Entertainment, Media Conference, GEM 2018",,,
Scopus,Conference Paper,"Zarra T., Chiheb R., Faizi R., Afia A.E.",MOOCs' recommendation based on forum latent dirichlet allocation,2018,"Open to all, easy enrollment process and free admission make the MOOCs (Massive Open Online Course) attract a large number of learners, but few of them finish their courses and eventually obtain their certification. Several proposals are discussed, but as long as the economic model of MOOCs isn't well defined yet, certain institutions and companies keep attracting more learners to enroll and stay in their MOOCs without considering their prerequisites and needs. The aim of our contribution is to recommend enrollment in the MOOCs primarily to learners who have expressed a need or a gap and having prerequisites (i.e. in discussion forums); using LDA Topic Modeling on their shared texts we group the learners according to similar needs and interests, in order to propose for them a useful MOOC. © 2018 Association for Computing Machinery.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058674172&doi=10.1145%2f3289100.3289115&partnerID=40&md5=1de27cf008154c73414e9740b9f86e22,ACM International Conference Proceeding Series,Association for Computing Machinery,"2nd International Conference on Smart Digital Environment, ICSDE 2018",,,
Scopus,Article,"Kubincova E., Dale V.H.M., Kerr J.",How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme,2018,"A Massive Open Online Course (MOOC) was developed to help promote awareness of, and support student transitions into, a fully online distance, credit-bearing postgraduate certificate (PGCert). A qualitative study using semi-structured interviews was undertaken with participants on the PGCert to investigate learner experiences of both the MOOC and PGCert, and to establish the extent to which the MOOC supported learnersÕ transitions into the PGCert in terms of their (1) foundation knowledge, (2) study skills, (3) digital literacies, (4) readiness for self-directed learning, and to determine whether additional efforts could have been directed to more effectively support student transitions. Findings revealed that the MOOC informed participantsÕ decision to undertake the fully online PGCert, and that this was due to the effective learning design and a strong teacher presence throughout. The participants already possessed some background knowledge and a number of essential learning skills (though not uniformly), questioning assumptions around MOOCs as an aid to widening participation in higher education; however, the MOOC helped to enhance and unify these. Not surprisingly, there were some challenges encountered on entering online postgraduate study that the MOOC design could not anticipate or solve; therefore, we recommend that online learners are appropriately supported throughout their studies. This work has implications in terms of how MOOCs may help facilitate student transitions into other fully online, credit-bearing programmes of study. © 2018 E. Kubincova et al.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055853082&doi=10.25304%2frlt.v26.2055&partnerID=40&md5=741aa62cd07548cad53e23fc5fa50ef3,Research in Learning Technology,Association for Learning Technology,,,,
Scopus,Article,Lee Y.,Effect of uninterrupted time-on-task on studentsÕ success in Massive Open Online Courses (MOOCs),2018,"This study investigated the relationship between uninterrupted time-on-task and academic success of students enrolled in a Massive Open Online Course (MOOC). The variables representing uninterrupted time-on-task, such as number and duration of uninterrupted consecutive learning activities, were mined from the log files capturing how 4286 students tried to learn Newtonian mechanics concepts in a MOOC. These variables were used as predictors in the logistic regression model estimating the likelihood of students getting a course certificate at the end of the semester. The analysis results indicate that the predictive power of the logistic regression model, which was assessed by Area Under the Precision-Recall Curve (AUPRC), depends on the value of off-task activity threshold time, and the likelihood of students getting a course certificate increases as students were doing more uninterrupted learning activities over a longer period of time. The findings from this study suggest that a simple count of learning activities, which has been used as a proxy for time-on-task in previous studies, may not accurately describe student learning in the computer-based learning environment because it does not reflect the quality, such as uninterrupted durations, of those learning activities. © 2018 Elsevier Ltd",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047468800&doi=10.1016%2fj.chb.2018.04.043&partnerID=40&md5=5954b69cc09b41a41639fb795cbbae36,Computers in Human Behavior,Elsevier Ltd,,,,
Scopus,Conference Paper,"Mertz B.E., Zhu H., Trowbridge A., Baumann A.",Development and implementation of a MOOC introduction to engineering course,2018,"In this evidence-based practice paper, the development and implementation of a new Introduction to Engineering course developed for the massive open online course (MOOC) environment will be discussed. In recent years, a number of universities and colleges have developed MOOCs. While this space within the educational landscape has garnered interest from many of the top schools worldwide, very few of them have actually provided pathways for students in these MOOCs to earn college credit. Most of the schools that have provided such pathways have focused on Master's level programs, rather than undergraduate programs. One first-of-its-kind initiative is Arizona State University's Global Freshman Academy (GFA) in which versions of all first year classes are being developed for this MOOC environment with options to receive college credit from Arizona State University (ASU). The Introduction to Engineering course described in this paper was developed for a Fall 2017 launch as a part of the ASU GFA initiative. This course is the first Introduction to Engineering course offered with pathways for college credit in this MOOC environment. In an attempt to provide the same quality of education to online students as traditional students, this course integrates best practices such as active project-based learning, multi-disciplinary concepts, contextualizing course concepts within industry practices, ePortfolio documentation of skills, and collaborative peer engagement unlike anything currently available in Introduction to Engineering courses in the MOOC community. In the first offering of this course, 4,014 students were enrolled including 69 students who paid a small fee to be ID-verified in order to potentially receive a certificate for completion of the course; 22 students successfully completed the course. This paper describes the course goals, structure, and design including specific challenges related to designing a course for the MOOC environment. The implementation of the course will also be discussed, including preliminary data on the effectiveness obtained from an end-of-course survey administered to students enrolled in the first offering of the course. Insights gained from the first offering of this course as well as recommendations for future work will also be discussed. © American Society for Engineering Education, 2018.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051212377&partnerID=40&md5=7464b42e0084838fc628d44ef1b2fe53,"ASEE Annual Conference and Exposition, Conference Proceedings",American Society for Engineering Education,125th ASEE Annual Conference and Exposition,,,
Scopus,Conference Paper,"Cooper M., Zhao J., Bhatt C., Shamma D.A.",MOOCex: Exploring educational video via recommendation,2018,"Massive Open Online Course (MOOC) platforms have scaled online education to unprecedented enrollments, but remain limited by their predetermined curricula. Increasingly, professionals consume this content to augment or update specific skills rather than complete degree or certification programs. To better address the needs of this emergent user population, we describe a visual recommender system called MOOCex. The system recommends lecture videos across multiple courses and content platforms to provide a choice of perspectives on topics of interest. The recommendation engine considers both video content and sequential inter-topic relationships mined from course syllabi. Furthermore, it allows for interactive visual exploration of the semantic space of recommendations within a learner's current context. © 2018 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053867843&doi=10.1145%2f3206025.3206087&partnerID=40&md5=1c6e9f983a7ffe43d3ba291ea2ed45de,ICMR 2018 - Proceedings of the 2018 ACM International Conference on Multimedia Retrieval,"Association for Computing Machinery, Inc","8th ACM International Conference on Multimedia Retrieval, ICMR 2018",,,
Scopus,Conference Paper,"Cobos R., Jurado F.",An exploratory analysis on MOOCs retention and certification in two courses of different knowledge areas,2018,"The massive quantity of learners generating information related to Massive Open Online Courses (MOOCs) make researchers analyze large datasets about the learners' profile, interaction, satisfaction, etc. and these datasets can come from multiple data sources related to the same or different courses. This paper details the conducted exploratory analysis performed with data from two different MOOCs of different knowledge areas to check the factors that influence the learners' retention and certification. The preliminary results we obtained allow us to provide some conclusions with the aim to keep researching in order to generalize our achievements. © 2018 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048108928&doi=10.1109%2fEDUCON.2018.8363434&partnerID=40&md5=b65293aeb1ebfb41a59e41cb03a481a3,"IEEE Global Engineering Education Conference, EDUCON",IEEE Computer Society,"2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018",,,
Scopus,Conference Paper,"Malchow M., Bauer M., Meinel C.",Embedded smart home-remote lab MOOC with optional real hardware experience for over 4000 students,2018,"MOOCs (Massive Open Online Courses) become more and more popular for learners of all ages to study further or to learn new subjects of interest. The purpose of this paper is to introduce a different MOOC course style. Typically, video content is shown teaching the student new information. After watching a video, self-Test questions can be answered. Finally, the student answers weekly exams and final exams like the self-Test questions. Out of the points that have been scored for weekly and final exams a certificate can be issued. Our approach extends the possibility to receive points for the final score with practical programming exercises on real hardware. It allows the student to do embedded programming by communicating over GPIO pins to control LEDs and measure sensor values. Additionally, they can visualize values on an embedded display using web technologies, which are an essential part of embedded and smart home devices to communicate with common APIs. Students have the opportunity to solve all tasks within the online remote lab and at home on the same kind of hardware. The evaluation of this MOOCs indicates the interesting design for students to learn an engineering technique with new technology approaches in an appropriate, modern, supporting and motivating way of teaching. © 2018 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048065284&doi=10.1109%2fEDUCON.2018.8363353&partnerID=40&md5=a272fa19551dad3b03261d0672ca7cf9,"IEEE Global Engineering Education Conference, EDUCON",IEEE Computer Society,"2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018",,,
Scopus,Book Chapter,Samim A.,Utilization of MOOCs platform for E-learning environment in higher education: A study,2018,"This chapter is a study of the utilization of Massive Open Online Courses (MOOCs) for learning in the higher education, given by the top universities in the world. As we know, MOOC platforms are widely popular in the field of e-learning, in the dissemination of higher education all over the world. Such initiatives are essential for students or people who want to be involved in higher education without going to a university for the completion of degree courses. This study found that most of the top universities started MOOCs in 2012 and found that a 72.7% majority of universities offered diploma and certificate courses to people through MOOCs. It was also found that the eDX platform was used by all the selected universities in providing MOOCs. © 2018, IGI Global. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049542497&doi=10.4018%2f978-1-5225-5146-1.ch007&partnerID=40&md5=58a2abac9cfac17263dd3a56e71b07c9,Library and Information Science in the Age of MOOCs,IGI Global,,,,
Scopus,Article,"Kappas S., Tsolis D.",Greek university MOOCs and secondary education teachersÕ training,2018,"Massive Open Online Courses (MOOCs) have been tremendously developed worldwide but this is not the case in Greece. Our aim is to investigate their features at the University area. Our ultimate target is to utilize the conclusions and make some specific suggestions regarding the way we can draw on our relevant experience of University Open Courses (UOC) so that the latter will be able to be converted into a Secondary Education (SE) TeachersÕ distance - training database. To this aim, we attended MOOCs run by Mathesis, Coursity and the Ionion Universities. Our research aimed at externally describing the respective MOOCsÕ features and comparing them with one another. Next, we compare these platforms to the Open eClass Learning Management System (OeC LMS)used by the UOC and we put forward methods to convert these Courses into MOOCs. Additionally, we investigate the cost, the required attendance time and the Certification of the MOOCs, research has taken place as to whether some of the OCs can be converted into MOOCs or Small Private Online Courses(SPOCs).From the conclusions drawn we see that Greek MOOCs have mainly been structured around the behaviouristic model. Suggestions have been made in the direction of collaborative learning with the creation of small groups of SE teachers of the same major, with the view to having OCs function as a database for SE teachersÕ training via SPOC, drawing on experience derived from MOOCs. © 2018 The authors and IJLTER.ORG. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061224695&doi=10.26803%2fijlter.17.5.3&partnerID=40&md5=e9cb08495171b98090f2687581cd736f,"International Journal of Learning, Teaching and Educational Research",Society for Research and Knowledge Management,,,,
Scopus,Article,Matsunaga Y.,"Digital learning platform ""Fisdom""",2018,"Recently, services that offer university-level lectures free of charge or for a small fee via the Internet have been attracting attention. In 2012, massive open online courses (MOOCs) started in the U.S., and over 500 schools mainly from the West are now offering courses, which over 30 million people are now taking. In Japan, with the aim of making MOOCs popular, courses certified with the Japan Massive Open Online Education Promotion Council (JMOOC) began in April 2014, and the courses are offered by 45 universities and taken by over 500,000 people. Fujitsu has established ""Fisdom,"" a digital learning platform that provides MOOCs and small private online courses (SPOCs) to diversify and sophisticate education using flipped learning. Fisdom is equipped with functions including discussion boards, where students ask and answer each other's questions to solve problems, and peer evaluations of reports, in which reports submitted by students are evaluated by other students. These functions lead to retention of learning by providing students with opportunities for mutual teaching and learning and helping students give each other advice. In addition, students' lifelong learning can be recorded, which raises expectations for the utilization of their learned knowledge in numerous life events. This paper describes the features and application examples of Fisdom. © 2018 FUJITSU LIMITED.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045277192&partnerID=40&md5=064907fefd6e7b7636fb344dce96fd95,Fujitsu Scientific and Technical Journal,Fujitsu Ltd,,,,
Scopus,Article,"Xiong Y., Suen H.K.","Assessment approaches in massive open online courses: Possibilities, challenges and future directions",2018,"The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate studentsÕ current progress, and assessments of learning (summative assessments), which record studentsÕ cumulative progress, are needed. ProvidersÕ more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learnersÕ progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions. © 2018, Springer Science+Business Media B.V., part of Springer Nature, and UNESCO Institute for Lifelong Learning.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044833902&doi=10.1007%2fs11159-018-9710-5&partnerID=40&md5=1a8f72a62628bf84ce0b2d9c61fa689a,International Review of Education,Springer Netherlands,,,,
Scopus,Article,"Watted A., Barak M.",Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants,2018,"Massive open online courses (MOOCs) are a growing element in strategic decision-making in higher education. However, since only a small percentage of enrollees complete MOOCs, it is important to understand participantsÕ preliminary expectations and motivations. This is particularly important for science and engineering MOOCs because they require professional knowledge, analytical skills, and the ability to handle abstract models of physical phenomena. Hence, the goal of this study was to examine the motivating factors of learners who successfully completed a MOOC in nanotechnology and nanosensors, while comparing between university-affiliated students (N = 114) and general participants (N = 194). Analysis of data, collected via an online survey, forum posts, and email messages, identified three motivational themes: career, personal, and educational. The findings indicated that participants from both groups were motivated by general interest, personal growth, and enrichment. However, while the university-affiliated students were oriented toward improving knowledge and receiving a certificate, the general participants were oriented toward research and professional advancement. Our findings suggest that the design of academic MOOCs should target at both promoting the understanding of new concepts and generating new skillsets. © 2017 Elsevier Inc.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85037973808&doi=10.1016%2fj.iheduc.2017.12.001&partnerID=40&md5=518fadec0c18a0ac5a938ef91ba699f9,Internet and Higher Education,Elsevier Ltd,,,,
Scopus,Article,"Feng L., Jiang H., Wang J., Gong Y.","Design, implementation and evaluation of MOOCs and DBL-based cross-registration",2018,"To overcome geographical restrictions of the cross-registration, this study uses MOOCs and DBL as the learning approach to presents an implementation process of cross-registration in the course of Machinery Design. Cross-registration contains three steps: Pre-Registration, Learning Process, and Credit Certification. According to the characteristics of cross-registration, Learning process was realized through the mode which consists of Massive Open Online Courses (MOOCs) learning, traditional classroom and Design Based Learning (DBL). Project progression of DBL was elaborated, demonstrated and had been applied in cross-registration. This work aims at analyzing and reporting whether this MOOCs and DBL-based cross-registration has effects on a case study in Machinery Design Course. StudentsÕ performance and learning behaviors are analyzed in this article. The results indicate that the MOOCs-based cross-registration is practicable, Learning Process has positive influence on students' performance. Recommendations for future work and implications for practice will also be discussed. © 2017 Wiley Periodicals, Inc.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039154446&doi=10.1002%2fcae.21893&partnerID=40&md5=9e08c2ac6d8439ed8ab6f023e8550a12,Computer Applications in Engineering Education,John Wiley and Sons Inc.,,,,
Scopus,Conference Paper,"Gitinabard N., Khoshnevisan F., Lynch C.F., Wang E.Y.",Your actions or your associates? Predicting certification and dropout in MOOCs with behavioral and social features,2018,"The high level of attrition and low rate of certification in Massive Open Online Courses (MOOCs) has prompted a great deal of research. Prior researchers have focused on predicting dropout based upon behavioral features such as student confusion, click-stream patterns, and social interactions. However, few studies have focused on combining student logs with forum data. In this work, we use data from two different offerings of the same MOOC. We conduct a survival analysis to identify likely dropouts. We then examine two classes of features, social and behavioral, and apply a combination of modeling and feature-selection methods to identify the most relevant features to predict both dropout and certification. We examine the utility of three different model types and we consider the impact of different definitions of dropout on the predictors. Finally we assess the reliability of the models over time by evaluating whether or not models from week 1 can predict dropout in week 2, and so on. The outcomes of this study will help instructors identify students likely to fail or dropout as soon as the first two weeks and provide them with more support. © 2018 International Educational Data Mining Society. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084017425&partnerID=40&md5=c50923b50b4fe0ada87c35a3973171c5,"Proceedings of the 11th International Conference on Educational Data Mining, EDM 2018",International Educational Data Mining Society,"11th International Conference on Educational Data Mining, EDM 2018",,,
Scopus,Conference Paper,"Du X., Klabbers M., Duivesteijn W., Pechenizkiy M.",ELBA: Exceptional learning behavior analysis,2018,"Behavioral records collected through course assessments, peer assignments, and programming assignments in Massive Open Online Courses (MOOCs) provide multiple views about a studentÕs study style. Study behavior is correlated with whether or not the student can get a certificate or drop out from a course. It is of predominant importance to identify the particular behavioral patterns and establish an accurate predictive model for the learning results, so that tutors can give well-focused assistance and guidance on specific students. However, the behavioral records of individuals are usually very sparse; behavioral records between individuals are inconsistent in time and skewed in contents. These remain big challenges for the state-of-the-art methods. In this paper, we engage the concept of subgroup as a trade-off to overcome the sparsity of individual behavioral records and inconsistency between individuals. We employ the framework of Exceptional Model Mining (EMM) to discover exceptional student behavior. Various model classes of EMM are applied on dropout rate analysis, correlation analysis between length of learning behavior sequence and course grades, and passing state prediction analysis. Qualitative and quantitative experimental results on real MOOCs datasets show that our method can discover significantly interesting learning behavioral patterns of students. © 2018 International Educational Data Mining Society. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084013130&partnerID=40&md5=a473f09fa7055839bc81a76a667a928d,"Proceedings of the 11th International Conference on Educational Data Mining, EDM 2018",International Educational Data Mining Society,"11th International Conference on Educational Data Mining, EDM 2018",,,
Scopus,Conference Paper,"Kung L.-C., Yang P.-J.",Certificate or subscription? The optimal pricing strategy of massive open online courses,2018,"Massive Open Online Courses (MOOCs) are raising worldwide concerns now. The educational characteristic of MOOCs makes it different from the traditional information goods, and its pricing strategy therefore deserves high attention. By observing that major MOOC platforms started to move from the certificate business model to the subscription one, we focus on the business model selection problem faced by MOOC platforms. In this paper, we construct a game theoretical model with a MOOCs platform, an educational institution, and a group of learners. We study the profitability of three models: the certificate model, the subscription model, and the mixed model. We find that learners' bounded rationality is a key for MOOC platforms to introduce the subscription option to learners. Interestingly, while having some learners overestimating their ability benefits the institution and platform, it does not matter whether learners underestimate themselves or not. © PACIS 2018.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080875404&partnerID=40&md5=da454fda0d9733d21d32ddd450528c6b,"Proceedings of the 22nd Pacific Asia Conference on Information Systems - Opportunities and Challenges for the Digitized Society: Are We Ready?, PACIS 2018",Association for Information Systems,"22nd Pacific Asia Conference on Information Systems - Opportunities and Challenges for the Digitized Society: Are We Ready?, PACIS 2018",,,
Scopus,Article,Mabuan R.A.,Confessions of a moocer: An autoethnographic inquiry on online distance education,2018,"Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe. With MOOCs' ubiquity, openness, and accessibility, they have become a new platform for teacher professional development. Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.org) as the MOOC platform. Acting as reflective practitioners and as teachers-as-researchers, we unpacked how we traversed the massive information superhighway in our quest for teacher professional development, what it was like to be an online learner, how we saw our role, why we believe what we believe about MOOCs' potential, and how we think all of these affect our decisions and practices in our classrooms and contexts. Data from our individual journals, individual reflections, and peer discussion revealed how MOOCs' features such as 'openness' and 'flexibility' as afforded by ubiquitous technology, sound course design, and strong learning community support have influenced us personally, socially, and professionally, making it a practical platform for teacher professional advancement particularly in developing countries such as the Philippines. Andragogical and pedagogical implications are provided in the light of our MOOC experience. © 2018, Turkish Online Journal of Distance Education-TOJDE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060681278&doi=10.17718%2ftojde.471916&partnerID=40&md5=30edefaf5e2f93d60ecc471e1bc09c24,Turkish Online Journal of Distance Education,Anadolu Universitesi,,,,
Scopus,Conference Paper,"Luik P., Lepp M., Palts T., SŠde M., Suviste R., T›nisson E., Gaiduk M.",Completion of programming mooc or dropping out: Are there any differences in motivation?,2018,"Teaching programming and Massive Open Online Courses (MOOCs) have become a popular topic in recent years. Motivation for participating in such courses can be very different. Results of previous studies indicate that motivation is associated with persistence in university programs and in online environments. Therefore, is important to understand for which purpose(s) learners use MOOCs and to compare determinants, including motivation, of completion and non-completion. Still, there is shortage of evidence about the motives that are associated with MOOC completion in the light of different motivational theories. The aim of this paper is to compare enrolment motivations of completers and non-completers in programming MOOC. Studying motivation in MOOC, we rely on the expectancy-value theory, because task value as a main component of this theory is especially relevant for research aiming to explain peopleÕs voluntary engagement in learning and for understanding what causes a person to initially choose to take part in a MOOC we need to understand value and worth of this MOOC for the participant. Two research questions were posed: (1) What are the main motivating factors for completers and non-completers of a programming MOOC? (2) What are the differences in motivation factors between completers and non-completers? Validated FIEM (Factors Influencing Enrolment in MOOCs) scale was used collecting data from 1,302 participants. The data on completion or non-completion of the MOOC was taken from the learning environment. Evaluation of the participants has been analyzed using seven factors discovered in previous research. Using multivariate analyses of variance with the Bonferroni adjustment statistically significant differences were found in four factors: Ôinterest and expectancies for courseÕ, Ôpersonal suitability of distance learningÕ, Ôusefulness related to certificationÕ, and Ôsocial influenceÕ. All these factors were rated higher by completers than by non-completers. Recommendation could be made for taking account these motivational factors to decrease dropout in MOOCs. © The Authors, 2018. All Rights Reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057999485&partnerID=40&md5=5d9cf09e1e33275c5c9ca542d1982c3a,"Proceedings of the European Conference on e-Learning, ECEL",Academic Conferences Limited,"17th European Conference on e-Learning, ECEL 2018",,,
Scopus,Article,Gong Z.,The development of medical MOOCs in China: current situation and challenges,2018,"This study aimed to investigate the current situation and challenges on the development of medical massive open online courses (MOOCs) in China. A survey was constructed and the statistical analysis was adopted to evaluate the medical MOOCs. The results showed that the medical MOOC-related journal papers, conference papers, books and dissertations have risen dramatically over the past five years. In addition, the top 6 most representative MOOC platforms provide the majority (87%) of medical courses. The statistical analysis showed that PMPH-MOOC was the most influential medical MOOC platform in China. Compared to the foreign medical MOOCs, medical MOOCs in China were urgently in need of systemic planning, interaction activities and international certification. Overall, the findings suggest that the development of medical MOOCs for higher education has been achieved a great success along with a huge challenge. © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054355860&doi=10.1080%2f10872981.2018.1527624&partnerID=40&md5=947d9603d55b14802a3d1dba902ff567,Medical Education Online,Taylor and Francis Ltd.,,,,
Scopus,Conference Paper,"Kuo T.M.-L., Wang J.-C.",Exploring perceived value creation of MOOCs service systems - A preliminary investigation,2018,"Massive Open Online Courses (MOOCs) have been considered disruptive innovative service that potentially pose threats to traditional higher education. However, few people carefully consider how MOOCs services support and co-create values for post-secondary institutes, on-campus students, and working professions from the perspective of value co-creation and service system. Through the analysis of in-depth interviews of nine cases, five qualitative categories of perceived values with structural hierarchy were profiled and analyzed: (1) learning new knowledge, skills, and perspectives, (2) verifying learning process using certificates, (3) supporting on-campus learning and teaching, (4) solving real-world problems at work, and (5) co-learning with world-wide learners. Implications will be presented and discussed in the paper. © 2018, Springer Nature Switzerland AG.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053239750&doi=10.1007%2f978-3-319-99737-7_54&partnerID=40&md5=31fa38c318eab6d0c381323e912ab88b,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"1st International Conference on Innovative Technologies and Learning, ICITL 2018",,,
Scopus,Conference Paper,"Rohloff T., Meinel C.",Towards Personalized Learning Objectives in MOOCs,2018,"Instead of measuring success in Massive Open Online Courses (MOOCs) based on certification and completion-rates, researchers started to define success with alternative metrics recently, for example by evaluating the intention-behavior gap and goal achievement. Especially self-regulated and goal-oriented learning have been identified as critical skills to be successful in online learning environments with low guidance like MOOCs, but technical support is rare. Therefore, this paper examines the current technical capabilities and limitations of goal-oriented learning in MOOCs. An observational study to explore how well learners in five MOOCs achieved their initial learning objectives was conducted, and the results are compared with similar studies. Afterwards, a concept with a focus on technical feasibility and automation outlines how personalized learning objectives can be supported and implemented on a MOOC platform. © 2018, Springer Nature Switzerland AG.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053192049&doi=10.1007%2f978-3-319-98572-5_16&partnerID=40&md5=449f79c26155858012895e2d5fcde07a,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"13th European Conference on Technology Enhanced Learning, EC-TEL 2018",,,
Scopus,Conference Review,[No author name available],"5th International Conference on User Science and Engineering, i-USEr 2018",2018,The proceedings contain 32 papers. The special focus in this conference is on User Science and Engineering. The topics include: A conceptual framework for co-design approach to support elderly employability website; evaluation of video modeling application to teach social interaction skills to autistic children; investigating the effect of exploring multimodal maps at different orientations on blind userÕs cognitive maps and sense of directions; adaptive web-based learning courseware for students with dyscalculia; gamification and augmented reality utilization for islamic content learning: The design and development of tajweed learning; adoption of customer centered service in public university: A case study in malaysia; the implementation of gamification in massive open online courses (mooc) platform; data analysis on the performance of technology sector in malaysia with entropy-topsis model; usability evaluation and recommendation according to factors affecting purchase intention: Qlapa.comÐan indonesian local handmade marketplace; emotional response towards cultural-based e-government portal design using card sorting method; preliminary study of junoblock: Marker-based augmented reality for geometry educational tool; importance of user experience aspects for different software product categories; designing a mobile-based solution for self-management of chronic pain; a pattern to predict the occurrence of moment of information overload during online information searching; a comparison of gestural and touch-based interface for designing a virtual percussion instrument; the issues of halal inspection process from the perspective of demand and supply side in malaysia halal certification system; towards achieving the efficiency in zakat management system: Interaction design for optimization in indonesia; security evaluation of distortion technique for graphical authentication.,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052922246&partnerID=40&md5=f39f1babd76a5e7ce98bb18ef7f15530,Communications in Computer and Information Science,Springer Verlag,"5th International Conference on User Science and Engineering, i-USEr 2018",,,
Scopus,Article,"Jacquet G.A., Umoren R.A., Hayward A.S., Myers J.G., Modi P., Dunlop S.J., Sarfaty S., Hauswald M., Tupesis J.P.","The PractitionerÕs Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences",2018,"Background: Short-term experiences in global health (STEGH) are increasingly common in medical education, as they can provide learners with opportunities for service, learning, and sharing perspectives. Academic institutions need high-quality preparatory curricula and mentorship to prepare learners for potential challenges in ethics, cultural sensitivity, and personal safety; however, availability and quality of these are variable. Objective: The objective of this study is to create and evaluate an open-access, interactive massive open online course (MOOC) that prepares learners to safely and effectively participate in STEGH, permits flexible and asynchronous learning, is free of charge, and provides a certificate upon successful completion. Methods: Global health experts from 8 countries, 42 institutions, and 7 specialties collaborated to create The PractitionerÕs Guide to Global Health (PGGH): the first course of this kind on the edX platform. Demographic data, pre- and posttests, and course evaluations were collected and analyzed. Results: Within its first year, PGGH enrolled 5935 learners from 163 countries. In a limited sample of 109 learners, mean posttest scores were significantly improved (pÊ<Ê0.01). In the courseÕs second year, 213 sampled learners had significant improvement (pÊ<Ê0.001). Conclusion: We created and evaluated the first interactive, asynchronous, free-of-charge global health preparation MOOC. The course has had significant interest from US-based and international learners, and posttest scores have shown significant improvement. © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051236112&doi=10.1080%2f10872981.2018.1503914&partnerID=40&md5=0e9fe8aca187ca6c4a60116d57b72eeb,Medical Education Online,Taylor and Francis Ltd.,,,,
Scopus,Article,"Bonafini F.C., Chae C., Park E., Jablokow K.W.",How much does student engagement with videos and forums in a MOOC affect their achievement?,2017,"Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in MOOCs. Student achievement in MOOCs is typically measured using assessments distributed throughout the course. Although there is research on the basic forms of studentÕs engagement and assessment in MOOCs, little is known about their effect on studentsÕ achievement in the form of students completing a MOOC. Using binomial logistic regression models, this paper addresses this gap in the literature by presenting the degree to which student engagement with videos and forum posts can predict studentsÕ probability of achievement in a MOOC. It also explores the extent to which participation behaviors and their intention to receive the course certification can be used to predict achievement in MOOCs. Using qualitative content analysis, this paper discusses the quality of the forum posts exchanged by participants in this MOOC. The findings from quantitative analysis support MOOCÕs pedagogical assumptions, showing that studentsÕ engagement in forums and with videos increases the probability of course achievement. It also shows that intention to certify plays a moderator effect on the number of videos watched, enhancing achievement in MOOCs. The findings from qualitative analysis reveal that most studentsÕ posts in forums display more information acquisition than critical thinking. Implications for practice suggest MOOC designers and MOOC instructors foster engagement in forums by implementing discussion prompts that foster interactions about deep meaning of concepts or application of concepts covered in the MOOC. In regard to videos, implications for practice suggest the creation of interactive videos that promote studentsÕ engagement and control such as inserting guiding questions and segmenting the video content. Future research comprising multiple MOOC cohorts is suggested to validate the empirical model presented in this study. © 2017, The Online Learning Consortium. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036605046&doi=10.24059%2folj.v21i4.1270&partnerID=40&md5=76e75a001fe9695fc5376ae1aa953e77,Online Learning Journal,The Online Learning Consortium,,,,
Scopus,Article,"Li X., Men C., Du Z., Liu J., Li M., Zhang X.",Investigating the statistical distribution of learning coverage in MOOCs,2017,"Learners participating in Massive Open Online Courses (MOOC) have a wide range of backgrounds and motivations. Many MOOC learners enroll in the courses to take a brief look; only a few go through the entire content, and even fewer are able to eventually obtain a certificate. We discovered this phenomenon after having examined 92 courses on both xuetangX and edX platforms. More specifically, we found that the learning coverage in many courses-one of the metrics used to estimate the learners' active engagement with the online courses-observes a Zipf distribution. We apply the maximum likelihood estimation method to fit the Zipf's law and test our hypothesis using a chi-square test. In the xuetangX dataset, the learning coverage in 53 of 76 courses fits Zipf's law, but in all of 16 courses on the edX platform, the learning coverage rejects the Zipf's law. The result from our study is expected to bring insight to the unique learning behavior on MOOC. © 2017 by the authors.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036474842&doi=10.3390%2finfo8040150&partnerID=40&md5=856dc41d949537d374db09e90657ae65,Information (Switzerland),MDPI AG,,,,
Scopus,Conference Paper,"Men C., Li X., Du Z., Liu J., Li M., Zhang X.",Zipf's law in MOOC learning behavior,2017,"Learners participating in Massive Open Online Courses (MOOC) have a wide range of backgrounds and motivations. Many MOOC learners sign up the courses to take a brief look; only a few go through the entire content, and even fewer are able to eventually obtain a certificate. We discovered this phenomenon after having examined 76 courses on the xuetangX platform. More specifically, we found that in many courses the learning coverage-one of the metrics used to estimate the learners' active engagement with the online courses-observes a Zipf distribution. We apply the maximum likelihood estimation method to fit the Zipf's law and test our hypothesis using a chi-square test. The result from our study is expected to bring insight to the unique learning behavior on MOOC and thus help improve the effectiveness of MOOC learning platforms and the design of courses. © 2017 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036467006&doi=10.1109%2fICBDA.2017.8078713&partnerID=40&md5=d89dfc5e8587840e4f705f91820e9c44,"2017 IEEE 2nd International Conference on Big Data Analysis, ICBDA 2017",Institute of Electrical and Electronics Engineers Inc.,"2nd IEEE International Conference on Big Data Analysis, ICBDA 2017",,,
Scopus,Article,"Reeves T.D., Tawfik A.A., Msilu F., _im_ek I.","What's in It for Me? Incentives, Learning, and Completion in Massive Open Online Courses",2017,"This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion). © 2017 ISTE | iste.org/jrte.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027842538&doi=10.1080%2f15391523.2017.1358680&partnerID=40&md5=ffa282b688c4d2322f68269dedf3321e,Journal of Research on Technology in Education,Taylor and Francis Inc.,,,,
Scopus,Article,"Berman A.H., Biguet G., Stathakarou N., Westin-HŠgglšf B., Jeding K., McGrath C., Zary N., Kononowicz A.A.",Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants' Perceptions,2017,"Objective: The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. Methods: A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices. Students interacted with the virtual patients to treat stress and sleep problems. Answers to the exit survey and participant comments from the discussion forum were analyzed qualitatively and quantitatively. Results: In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively. Among survey respondents (n = 442), 83.1% agreed that the virtual patient exercise was helpful. The qualitative analysis resulted in themes covering what it was like to work with the virtual patient, with subthemes on learner-centered education, emotions/eustress, game comparisons, what the participants learned, what surprised them, how confident participants felt about applying interventions in practice, suggestions for improvement, and previous experiences of virtual patients. Conclusions: Students were enthusiastic about interacting with the virtual patients as a means to apply new knowledge about behavioral medicine interventions. The most common suggestion was to incorporate more interactive cases with various levels of complexity. Further research should include patient outcomes and focus on interprofessional aspects of learning with virtual patients in a MOOC. © 2017 The Author(s).",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030693350&doi=10.1007%2fs40596-017-0706-4&partnerID=40&md5=25b9807a11c7e05db653d9f162a812f3,Academic Psychiatry,Springer International Publishing,,,,
Scopus,Conference Paper,"Zhao Y., Davis D., Chen G., Lofi C., Hauff C., Houben G.-J.",Certificate achievement unlocked: How does MOOC learners' behaviour change?,2017,"Massive Open Online Courses (MOOCs) play an ever more central role in open education. However, in contrast to traditional classroom settings, many aspects of learners' behaviour in MOOCs are not well researched. In this work, we focus on modelling learner behaviour in the context of continuous assessments with completion certificates, the most common assessment setup in MOOCs today. Here, learners can obtain a completion certificate once they obtain a required minimal score (typically somewhere between 50 - 70%) in tests distributed throughout the duration of a MOOC. In this se.ing, the course material or tests provided a.er ""passing"" do not contribute to earning the certiÛcate (which is ungraded), thus potentially affecting learners' behaviour. Therefore, we explore how ""passing"" impacts MOOC learners: do learners alter their behaviour after this point? And if so how? While in traditional classroom-based learning the role of assessment and its influence on learning behaviour has been well-established, we are among the first to provide answers to these questions in the context of MOOCs. © 2017 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026854019&doi=10.1145%2f3099023.3099063&partnerID=40&md5=d89b77307673552f0ca2564e699938f5,"UMAP 2017 - Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization","Association for Computing Machinery, Inc","25th ACM International Conference on User Modeling, Adaptation, and Personalization, UMAP 2017",,,
Scopus,Article,"Alexandron G., RuipŽrez-Valiente J.A., Chen Z., Mu–oz-Merino P.J., Pritchard D.E.",Copying@Scale: Using Harvesting Accounts for Collecting Correct Answers in a MOOC,2017,"This paper presents a detailed study of a form of academic dishonesty that involves the use of multiple accounts for harvesting solutions in a Massive Open Online Course (MOOC). It is termed CAMEO Ð Copying Answers using Multiple Existence Online. A person using CAMEO sets up one or more harvesting accounts for collecting correct answers; these are then submitted in the user's master account for credit. The study has three main goals: Determining the prevalence of CAMEO, studying its detailed characteristics, and inferring the motivation(s) for using it. For the physics course that we studied, about 10% of the certificate earners used this method to obtain more than 1% of their correct answers, and more than 3% of the certificate earners used it to obtain the majority (>50%) of their correct answers. We discuss two of the likely consequences of CAMEO: jeopardizing the value of MOOC certificates as academic credentials, and generating misleading conclusions in educational research. Based on our study, we suggest methods for reducing CAMEO. Although this study was conducted on a MOOC, CAMEO can be used in any learning environment that enables students to have multiple accounts. © 2017 Elsevier Ltd",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013224880&doi=10.1016%2fj.compedu.2017.01.015&partnerID=40&md5=68eb8e868c8044fbbf726d358198306b,Computers and Education,Elsevier Ltd,,,,
Scopus,Article,"Gardair C., Bousquet G., de Bazelaire C., Lehmann-Che J., de Cremoux P., Tran Van Nhieu J., Battistella M., Sockeel M., Calvani J., Peuchmaur M., Molina T., Gervais J., Moenaert E., Pottier Y., PrŽvaut L., Sekri K., Bertheau P.",Results of the Massive Open Online Course (MOOC) on cancer diagnosis and evaluation of its impact on the perception of the pathology specialty [Massive open online course (MOOC) sur le diagnostic des cancersÊ: bilan et Žvaluation de l'impact sur la perception de l'anatomie et cytologie pathologiques],2017,"The Massive Open Online Course (or MOOC) ÒDiagnostic Strategies CancersÓ, was hosted in autumn 2016 on the platform ÒFrance UniversitŽ NumŽriqueÓ and had two levels of learners: students in the field of health and biology and the general public. Of the 5285 learners in 81 different countries, 1237 (23%) were successfully certified. This MOOC was also integrated into the teaching program of medical students of Paris Diderot University and Paris 13 University. Using anonymous questionnaires before and after MOOC, it has been shown that pathology is less known than other medical specialties. Participation in this MOOC led to a marked improvement in participantsÕ knowledge of the place and role of the pathologist in the diagnosis of cancers. Regarding the students who have followed the MOOC as part of their university course, their comments were very positive, but it is necessary to make substantial adjustments in the amounts and contents of the campus-based courses. © 2017 Elsevier Masson SAS",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015265965&doi=10.1016%2fj.annpat.2017.02.001&partnerID=40&md5=580f9f5f0e3b14c86cb81e1a843544e3,Annales de Pathologie,Elsevier Masson SAS,,,,
Scopus,Conference Paper,"Yeomans M., Reich J.",Planning prompts increase and forecast course completion in massive open online courses,2017,"Among all of the learners in Massive Open Online Courses (MOOCs) who intend to complete a course, the majority fail to do so. This intention-action gap is found in many domains of human experience, and research in similar goal pursuit domains suggests that plan-making is a cheap and effective nudge to encourage follow-through. In a natural field experiment in three HarvardX courses, some students received open-ended planning prompts at the beginning of a course. These prompts increased course completion by 29%, and payment for certificates by 40%. This effect was largest for students enrolled in traditional schools. Furthermore, the contents of students' plans could predict which students were least likely to succeed - in particular, students whose plans focused on specific times were unlikely to complete the course. Our results suggest that planning prompts can help learners adopted productive frames of mind at the outset of a learning goal that encourage and forecast student success. © 2017 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016516377&doi=10.1145%2f3027385.3027416&partnerID=40&md5=319884ab2ae4bf5d537b4d2d70907d55,ACM International Conference Proceeding Series,Association for Computing Machinery,"7th International Conference on Learning Analytics and Knowledge, LAK 2017",,,
Scopus,Article,"Paterson J., Hughes K., Steer L., Das Gupta M., Boyd S., Bell C., Rhind S.",Massive open online courses (MOOCs) as a window into the veterinary profession,2017,"Massive open online courses (MOOCs) are freely available online courses open to anyone who registers and typically are associated with thousands or hundreds of thousands of participants. Using an established online platform, the authors created and delivered a five-week MOOC aimed primarily at prospective veterinary students, but open to anyone with an interest in finding out more about the veterinary profession in general. 11,911 people signed up for the course, and of these, 8137 interacted in some way with the course and 1716 received a certificate of completion. The majority of participants (84 per cent) were female, and there was a wide age range (under 18 to over 65). Most participants were from North America or the UK. 65 per cent of those completing the entry survey were hoping or intending to work in the vet profession in the future, while 33 per cent were not. Qualitative data indicated that the course was helpful in aiding those undecided as to whether they wanted to be a veterinarian or not to decide one way or another whether they want to pursue veterinary medicine as a career. Furthermore, the course was seen as being a useful introduction to the veterinary profession even for those who had no intention of working in the field. © British Veterinary Association.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006078208&doi=10.1136%2fvr.103979&partnerID=40&md5=82dd4bb96f0fa38b9794c22aa346dc33,Veterinary Record,British Veterinary Association,,,,
Scopus,Conference Paper,"Lynda H., Dahmani F.B.",An Assessment Planner for MOOCs Based ODALA Approach,2017,"Assessment in education allows the student's tracking by analyzing of his/her activities results, demonstrate that these students at graduation have achieved appropriate higher education goals. Indeed, data acquired through assessment activities are used, on the one hand to enhance students learning, institutional planning, on the other hand to evaluate periodically the assessment process. In MOOCs, assessment is not an easy task for tutors/teachers, because of the massive number of participants. In this paper, we propose an assessment planner in a MOOC platform based on ODALA approach, to enhance the building, planning of evaluation activities. Consequently, we aim to reduce the high dropout rate of learners, which is one of the most known challenges for MOOCs that is usually justified by the lack of motivation to fulfill the learning. Through this study, we have the objective to gradually improve the learners' knowledge, enhance their motivation by an adaptive planning of pedagogical activities based on learners' profiling. The proposition has been evaluated by a feasibility study where a prototype of a MOOC platform integrating the evaluation planner was developed, tested with a test set, simulated users. © 2016 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013213518&doi=10.1109%2fUIC-ATC-ScalCom-CBDCom-IoP-SmartWorld.2016.0135&partnerID=40&md5=fd08c0316876d7e1c67f1cb36d59520f,"Proceedings - 13th IEEE International Conference on Ubiquitous Intelligence and Computing, 13th IEEE International Conference on Advanced and Trusted Computing, 16th IEEE International Conference on Scalable Computing and Communications, IEEE International Conference on Cloud and Big Data Computing, IEEE International Conference on Internet of People and IEEE Smart World Congress and Workshops, UIC-ATC-ScalCom-CBDCom-IoP-SmartWorld 2016",Institute of Electrical and Electronics Engineers Inc.,"13th IEEE International Conference on Ubiquitous Intelligence and Computing, 13th IEEE International Conference on Advanced and Trusted Computing, 16th IEEE International Conference on Scalable Computing and Communications, IEEE International Conference on Cloud and Big Data Computing, IEEE International Conference on Internet of People and IEEE Smart World Congress and Workshops, UIC-ATC-ScalCom-CBDCom-IoP-SmartWorld 2016",,,
Scopus,Conference Paper,"Lim C.L., Tang S.F., Ravichandran P.",A study on the mediation effects of intention to enroll in MOOCs on its actual usage,2017,"The paradigm shift in the usage of Massive Open Online Course in Malaysia has reached a vital landmark with the recent launch of credit transfer guidelines for MOOCs by the Malaysian Qualification Agency (MQA) on 27th September 2016. Although the use of MOOCs in Malaysian Universities are evident from the Malaysian OpenLeanring MOOCs portal, still the millions of learners who have already participated in MOOCS, do not move to the stage of obtaining a completion certificate (Kolowick, 2013). As such, in the context of Malaysia, there seems to be a serious concern for all those who wish to implement MOOCs in their pedagogical system. This research employed the bootstrapping resampling approach of Shrout and Bolger (2002) to assess the mediating effects of Intention to Enroll in MOOCs (IE). The mediation analysis was used to determine the mediation effects of Intention to Enroll in MOOCs (IE) on relationships between Facilitating Conditions (FC) and Habit (HB) as independent variables and MOOCs Actual Usage (AU) as dependent variable. From the results of mediation analysis it was found that Intention to Enroll in MOOCs (IE) partially mediates the relationship between Habit (HB) and MOOCs Actual Usage (AU). © 2017 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015650079&doi=10.1145%2f3026480.3026489&partnerID=40&md5=1dcd3c476b1b7856bdd17a5e10631976,ACM International Conference Proceeding Series,Association for Computing Machinery,"8th International Conference on E-Education, E-Business, E-Management and E-Learning, IC4E 2017",,,
Scopus,Conference Paper,"Kung L.-C., Lee W.-C.",Pricing and diversification of massive online open course platforms,2017,"Massive Open Online Courses (MOOCs) have recently received a great deal of attention in higher education. MOOCs demonstrate universitiesÕ efforts in offering high-quality digital learning materials to everyone in the world, which should be encouraged. Nevertheless, as a MOOC platform must ensure its financial sustainability, it is questionable whether a platformÕs profit-seeking pricing strategy will hurt the diversity of courses, such as eliminating courses with low certificate purchasing rates. To address this question, we adopt a game-theoretic framework to model the interaction and strategic choices of a MOOC platform, learners, and universities. Based on the certificate prices and revenue sharing ratios chosen by the platform for courses with various certificate purchasing rates, universities consider the competition intensity and decide their course quality levels, to attract learners. We conclude that all types of course will exists in equilibrium throughout the lifecycle of a MOOC platform, regardless of the technology maturity and competition intensity. We also find that course qualities may decrease when MOOCs become more accessible to learners. Finally, qualities of courses with different certificate purchasing rates are compared. © PACIS 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091043462&partnerID=40&md5=d0e906fb27de8dae145f9cec74f31268,"Proceedings ot the 21st Pacific Asia Conference on Information Systems: ''Societal Transformation Through IS/IT'', PACIS 2017",Association for Information Systems,"21st Pacific Asia Conference on Information Systems: Societal Transformation Through IS/IT, PACIS 2017",,,
Scopus,Conference Paper,"Bao Y., Chen G., Hauff C.",On the prevalence of multiple-account cheating in massive open online learning,2017,"Massive Open Online Courses (MOOCs) are a promising form of online education. However, the occurrence of academic dishonesty has been threatening MOOC certificatesÕ effectiveness as a serious tool for recruiters and employers. Recently, a large-scale study on the log traces from more than one hundred MOOCs created by Harvard and MIT has identified a specific cheating strategy viable in MOOCs: Copying Answers using Multiple Existences Online (CAMEO). In essence, learners create several accounts on a MOOC platform, request assessment solutions via some of the accounts, and then submit these ÒharvestedÓ solutions in their main account to receive credit. In our work, we replicate the CAMEO implementation and apply it to ten edX MOOCs created by the Delft University of Technology. Our results show that in those MOOCs, 1.9% of certificates were likely earned through CAMEO cheating, a number comparable to the fraction of cheating observed in Harvard and MIT MOOCs. © 2017 International Educational Data Mining Society. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072298759&partnerID=40&md5=64bb57d8521e43d02ba0d2d636ad786f,"Proceedings of the 10th International Conference on Educational Data Mining, EDM 2017",International Educational Data Mining Society,"10th International Conference on Educational Data Mining, EDM 2017",,,
Scopus,Conference Paper,"RuipŽrez-Valiente J.A., Ga_evi_ D., Joksimovi_ S., Kovanovi_ V., Mu–oz-Merino P.J., Kloos C.D.",A data-driven method for the detection of close submitters in online learning environments,2017,"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts. © 2017 International World Wide Web Conference Committee (IW3C2), published under Creative Commons CC BY 4.0 License.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053187801&doi=10.1145%2f3041021.3054161&partnerID=40&md5=dd075ddd25e41c29f61813d750484419,"26th International World Wide Web Conference 2017, WWW 2017 Companion",International World Wide Web Conferences Steering Committee,"26th International World Wide Web Conference, WWW 2017 Companion",,,
Scopus,Book Chapter,Speight S.,The mainstreaming of massive open online courses (MOOCs),2017,"Speight takes a critical look at the mainstreaming of Massive Open Online Courses (MOOCs) between 2008 and 2015, focusing upon their impact on the UK higher education landscape. The chapter has three themes: the political economy of MOOCs, their pedagogy, and their relationship to lifelong learning and adult education. Speight argues that early hopes for MOOCs to widen access to adult and higher education are replaced by the positioning of MOOCs as routes into fee-paying, post-experience, and certificated learning. Currently available evidence suggests that it is postgraduate learners who possess the motivation and skills to benefit most from MOOCs. There are views, however, that MOOCs support teaching enhancement and innovation more generally as universities enable greater use of digital learning. © The Author(s) 2018.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042263906&doi=10.1057%2f978-1-137-55783-4_48&partnerID=40&md5=8ed38e3ada8b4acac4da33612700beaf,The Palgrave International Handbook on Adult and Lifelong Education and Learning,Palgrave Macmillan,,,,
Scopus,Conference Paper,Bicen H.,Determining the effect of using social media as a MOOC tool,2017,"The peak use of social media of today's technology has paved the way for using the new trends in education. Through Massive Open Online Courses (MOOCs), the individuals follow the education and can get certificates due to these trainings. This study aims to determine how often the students benefit from their social media accounts for self-development and also to determine how the use of MOOCs program via social media cause a positive effect for the future studies. The 248 students who participated in this study have expressed that they had followed their accounts regarding to their fields and also had obtained information from these pages. The participants said that, they had created many solutions for too much difficulties they face in real life and visual, written materials and videos loaded on social media. They have also mentioned that, they preferred the social media rather than obtaining information from pages related to MOOCs. The students who want to attend to any certificate program on social media said that; their social media accounts that they follow daily on either web or mobile media is an information obtaining and transferring tool. They have pointed out that, the duration and quality of videos they reach on social media was important and when they are high quality they obtain more permanent information. The questionnaire of the study was developed by the researcher. The research is quantitative and the data analysis was done by SPSS program. The data were solved and interpreted through tabulating the frequency, percentage and descriptive analyze. In future studies; experimental studies will be held by creating a MOOCs page on social media. © 2018 The Authors. Published by Elsevier B.V.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040227029&doi=10.1016%2fj.procs.2017.11.225&partnerID=40&md5=6259e74ba2dd8610667b3f7112735e0b,Procedia Computer Science,Elsevier B.V.,"9th International Conference on Theory and Application of Soft Computing, Computing with Words and Perception, ICSCCW 2017",,,
Scopus,Conference Paper,"Ebner M., Khalil M., Schšn S., GŸtl C., Aschemann B., Frei W., Ršthler D.",How inverse blended learning can turn up learning with MOOCs?,2017,"Massive Open Online Courses (MOOCs) have been a hype in technology enhanced learning systems the last couple of years. The promises behind MOOCs stand on delivering free and open education to the public, as well as training a large criterion of students. However, MOOCs clashes severely with students dropout which by then forced educationalists to deeply think of MOOCs effectivity from all angles. As a result, the authors of this paper propose a pedagogical idea that strongly depends on injecting the online learning (MOOC) with face-to-face sessions to refresh the students minds as well as integrating them in the real learning process. The authors after that analyze the results of their experiment using Learning Analytics. The outcomes have shown a new record of certification ratio (35.4%), an improvement of student interaction in the MOOC platform, and a manifest in social interaction in the MOOC discussion forum. © Copyright 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85037120251&partnerID=40&md5=2acf8592aa54b8598454bf84719d27a3,CEUR Workshop Proceedings,CEUR-WS,"2017 International Conference MOOC-MAKER, MOOC-MAKER 2017",,,
Scopus,Article,"Kocdar S., Recep Okur M., Bozkurt A.",An examination of Xmoocs: An embedded single case study based on Conole'S 12 dimensions,2017,"This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole's 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole's 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030691778&doi=10.17718%2ftojde.340381&partnerID=40&md5=3ca5c159e0610c2bf8d8221fce86016f,Turkish Online Journal of Distance Education,Anadolu Universitesi,,,,
Scopus,Article,"Rossano V., Pesare E., Roselli T.",Are computer adaptive tests suitable for assessment in moocs?,2017,"Assessment is one of the basic issues in both formal and informal educational contexts. Current online courses are massive and online, thus it is important to find new strategies to improve the effectiveness of evaluation. In MOOCs (Massive Open Online Courses), indeed, there is also the certification of knowledge and skills acquisition that requires more formal and trustworthy methods. Researchers should work to combine pedagogical and technological solutions to guarantee the effectiveness of learning measures. In this context, the Computer Adaptive Testing (CAT) could be useful to better measure the knowledge acquisition using a quiz, as usually happens in MOOCs. These are the premises of this research work that, to understand if CAT could be suitable for assessment in MOOCs, proposes a first algorithm to measure the acquired knowledge using a quiz-game. The pilot study attests the usersÕ appreciation. © 2017, Italian e-Learning Association. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030638937&doi=10.20368%2f1971-8829%2f1393&partnerID=40&md5=28e0a817f10a398c57f7bbf4978bae5f,Journal of E-Learning and Knowledge Society,Italian e-Learning Association,,,,
Scopus,Article,"Kahan T., Soffer T., Nachmias R.",Types of participant behavior in a massive open online course,2017,"In recent years there has been a proliferation of massive open online courses (MOOCs), which provide unprecedented opportunities for lifelong learning. Registrants approach these courses with a variety of motivations for participation. Characterizing the different types of participation in MOOCs is fundamental in order to be able to better evaluate the phenomenon and to support MOOCs developers and instructors in devising courses which are adapted for different learners' needs. Thus, the purpose of this study was to characterize the different types of participant behavior in a MOOC. Using a data mining methodology, 21,889 participants of a MOOC were classified into clusters, based on their activity in the main learning resources of the course: video lectures, discussion forums, and assessments. Thereafter, the participants in each cluster were characterized in regard to demographics, course participation, and course achievement characteristics. Seven types of participant behavior were identified: Tasters (64.8%), Downloaders (8.5%), Disengagers (11.5%), Offline Engagers (3.6%), Online Engagers (7.4%), Moderately Social Engagers (3.7%), and Social Engagers (0.6%). A significant number of 1,020 participants were found to be engaged in the course, but did not achieve a certificate. The types are discussed according to the established research questions. The results provide further evidence regarding the utilization of the flexibility, which is offered in MOOCs, by the participants according to their needs. Furthermore, this study supports the claim that MOOCs' impact should not be evaluated solely based on certification rates but rather based on learning behaviors.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029875578&doi=10.19173%2firrodl.v18i6.3087&partnerID=40&md5=c33292e46fe1e568c63a4b753965f624,International Review of Research in Open and Distance Learning,Athabasca University,,,,
Scopus,Conference Paper,"RuipŽrez-Valiente J.A., Cobos R., Mu–oz-Merino P.J., Andujar ç., Kloos C.D.",Early prediction and variable importance of certificate accomplishment in a MOOC,2017,"The emergence of MOOCs (Massive Open Online Courses) makes available big amounts of data about studentsÕ interaction with online educational platforms. This allows for the possibility of making predictions about future learning outcomes of students based on these interactions. The prediction of certificate accomplishment can enable the early detection of students at risk, in order to perform interventions before it is too late. This study applies different machine learning techniques to predict which students are going to get a certificate during different timeframes. The purpose is to be able to analyze how the quality metrics change when the models have more data available. From the four machine learning techniques applied finally we choose a boosted trees model which provides stability in the prediction over the weeks with good quality metrics. We determine the variables that are most important for the prediction and how they change during the weeks of the course. © Springer International Publishing AG 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019740074&doi=10.1007%2f978-3-319-59044-8_31&partnerID=40&md5=bc95fb2bd124fb093a5156506e3f2a52,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"5th European MOOCs Stakeholders Summit, EMOOCs 2017",,,
Scopus,Conference Paper,"Zhao C., Bhalla S., Halliday L., Travaglia J., Kennedy J.",Exploring the role of assessment in developing learnersÕ critical thinking in massive open online courses,2017,"Massive Open Online Courses (MOOCs) have provided learners unprecedented opportunities to access university level education. As a form of largely free and self-paced education, MOOCs are less formal than creditbearing university courses. It is often the case that MOOCs do not count toward a formal university qualification, and that majority learners enter MOOCs for various purposes other than specifically gaining a certificate. As a result, assessment and critical thinking, valued by universities as important learning outcomes are thought to be less relevant to MOOCs learners or designers. In the last couple of years, however, a few universities have started to design credit-bearing MOOCs as part of university programs. The aim is to encourage quality learning and outcomes that satisfy formal university assessment criteria. MOOCs designed to target particular groups of professionals for career advancement are also emerging. Both trends require a rethink of the relevance of assessment and critical thinking in MOOCs. This paper provides a case study of a MOOC targeted at health professionals, which demonstrates how self- and peer-assessment are designed to encourage critical thinking, and includes a discussion on future directions and constraints of this work-in-progress. The paper proposes that critical thinking is relevant for learning in MOOCs and that carefully designed assessment tasks are essential for developing MOOCsÕ learnersÕ critical thinking. © Springer International Publishing AG 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019709316&doi=10.1007%2f978-3-319-59044-8_33&partnerID=40&md5=0cf71edce5f3c7d61d0d78bbb0b13b80,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"5th European MOOCs Stakeholders Summit, EMOOCs 2017",,,
Scopus,Conference Paper,"Despujol I.M., Turr— C., Casta–eda L., Busquets J.",Effect of free certificate discontinuation in completion rates of MOOC,2017,"Completion rates have been a controversial topic since Massive Open Online Courses (MOOCs) became mainstream in 2012. In January 2016, based in previous trials, edx.org discontinued the free honor code certificate for new courses, trying to increase the number of verified certificates sold. After one year we have studied the effects of this measure in completion rates and verified certification rates over enrollments for 24 UPValenciaX courses offered in 2015 and 2016 (199,278 enrollments in total), finding that there has been a modest global increase in verified certification rates and a strong decline in completion rates for all the courses. For exactly the same courses, the completion rate for all courses has practically halved going from 10.5% in 2015 to 5.6% and the total verified certification rate has been multiplied by 1.4 going from 0.7% to 1%, what is a significant relative improvement but it is not enough to achieve sustainability. © Springer International Publishing AG 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019705689&doi=10.1007%2f978-3-319-59044-8_21&partnerID=40&md5=97638a9716a78091ae9e592650c67444,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"5th European MOOCs Stakeholders Summit, EMOOCs 2017",,,
Scopus,Conference Review,[No author name available],"5th European MOOCs Stakeholders Summit, EMOOCs 2017",2017,"The proceedings contain 33 papers. The special focus in this conference is on Experience Track and Research Track. The topics include: Giving flexible learners a head start on higher education; towards e-presence at distance as a way to reach and share e-quality; additional functionalities to convert an xMOOC into an xLMOOC; a principled approach to the design of collaborative MOOC curricula; from low-scale to collaborative, gamified and massive-scale courses; MOOCs from the European committee of the regions; an international collaboration in the design experience of a MOOC series; measuring the degree of innovation in education through the implementation of an indicator based on analyzing MOOC-related activities; improving MOOC student learning through enhanced peer-to-peer tasks; weekly predicting the at-risk MOOC learners using dominance-based rough set approach; understanding learning and teaching in MOOCs from the perspectives of students and instructors; effect of free certificate discontinuation in completion rates of MOOC; challenges of identifying second language English speakers in MOOCs; the drivers of employer support for professional skill development in MOOCs; the transformation of MOOCs into open educational resources; implementation intentions and how they influence goal achievement in MOOCs; early prediction and variable importance of certificate accomplishment in a MOOC; types of dropout in adaptive open online courses and exploring the role of assessment in developing learnersÕ critical thinking in massive open online courses.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019688880&partnerID=40&md5=2cf8cd3d824280ec7f9ef3e337dddc47,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"5th European MOOCs Stakeholders Summit, EMOOCs 2017",,,
Scopus,Conference Paper,"Lu W., Wang T., Jiao M., Zhang X., Wang S., Du X., Chen H.",Predicting student examinee rate in massive open online courses,2017,"Over the past few years, massive open online courses (a.b.a MOOCs) has rapidly emerged and popularized as a new style of education paradigm. Despite various features and benefits offered by MOOCs, however, unlike traditional classroom-style education, students enrolled in MOOCs often show a wide variety of motivations, and only quite a small percentage of them participate in the final examinations. To figure out the underlying reasons, in this paper, we make two key contributions. First, we find that being an examinee for a learner is almost a necessary condition of earning a certificate and hence investigation of the examinee rate prediction is of great importance. Second, after conducting extensive investigation of participantsÕ operation behaviours, we carefully select a set of features that are closely reflect participantsÕ learning behaviours. We apply existing commonly used classifiers over three online courses, generously provided by China University MOOC platform, to evaluate the effectiveness of the used features. Based on our experiments, we find there does not exist a single classifier that is able to dominate others in all cases, and in many cases, SVN performs the best. © Springer International Publishing AG 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016403328&doi=10.1007%2f978-3-319-55705-2_27&partnerID=40&md5=e1a32fe104a84df23ed82bd6ddfb21e9,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),Springer Verlag,"International Workshops on Database Systems for Advanced Applications, DASFAA 2017, 4th International Workshop on Big Data Management and Service, BDMS 2017, 2nd Workshop on Big Data Quality Management, BDQM 2017, 4th International Workshop on Semantic Computing and Personalization, SeCoP 2017, 1st International Workshop on Data Management and Mining on MOOCs, DMMOOC 2017",,,
Scopus,Conference Paper,"Song Y.-T., Wang Y., Yoon Y.",Empowering MOOCs through course certifying agency framework,2017,"The arrival of Massive Open Online Course (MOOC) was hailed by many learners around the globe. More universities are willing to offer their top notch professorÕs courses as MOOC. However, when utilizing the knowledge from MOOCs, learners need to go through a number of hurdlesÑgetting course completion certification (MS Global Learning Consortum: An example of LIP accessibility information, IMS Global Learning Consortium Inc., 2001, [10]) from various providers, get recognition of the knowledge level of a MOOC in the related domain, and make it searchable for various purposes. In this paper, we propose a MOOC course certifying agency framework, which merges learnersÕ profiles from various MOOC providers so consolidated profiles are available in one place. Standards such as IMS LIP and Dublin Core (Feigenbaum and PrudÕHommeaux in SPARQL by example: a tutorial, Cambridge Semantics, 2011, [5]) are adopted and expanded to describe relate MOOC course profiles, learner profiles, learning goals, and related skill sets. It enables matching of qualified learner profiles for a job position and/or to identify a set of related MOOC course profiles for some learning goal. The potential employers look for a matching skill set from converged learner profiles through the agency. Each skill for the position goes through a mapping procedure with a corresponding MOOC course profile. After mapping skills to corresponding MOOCs, the framework searches for the converged profiles. The result is the list of learners who match or almost match a given job description. © Springer International Publishing AG 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015729029&doi=10.1007%2f978-3-319-51472-7_13&partnerID=40&md5=9ed407cdbf5a9096f0a981f544ecaca8,Studies in Computational Intelligence,Springer Verlag,"4th International Conference on Applied Computing and Information Technology, ACIT 2016",,,
Scopus,Conference Paper,"Au C.H., Lam K.C.S., Fung W.S.L., Xu X.",Using animation to develop a MOOC on Information Security,2016,"This is a set of research exploring using animation in the Massive Open Online Course (MOOC) / Small Private Online Course (SPOC) for learning information security. We established an Information Security SPOC course, with animations made of GoAnimate for learning. The course content was largely based on the standard of the Certified Information Systems Auditor (CISA) from Information Systems Audit and Control Association (ISACA). After completing the course, the students were asked to complete a questionnaire related to their learning experience, with questions to measure the satisfaction of the course and the animation, and their further comments. 128 students provided their feedback. We analyzed the relationship between the satisfaction of the course content, animation clips and intention of using MOOC / SPOC in the future. We also generate a concept map by text-mining from the feedback of the open-ended question. © 2016 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009843870&doi=10.1109%2fIEEM.2016.7797898&partnerID=40&md5=9216308167bb56634f6e6a4f24fa029e,IEEE International Conference on Industrial Engineering and Engineering Management,IEEE Computer Society,"2016 International Conference on Industrial Engineering and Engineering Management, IEEM 2016",,,
Scopus,Conference Paper,S‡nchez M.,Assessing the quality of MOOC using ISO/IEC 25010,2016,"MOOC or Massive Open Online Course are a virtual training form present in the current educational landscape. Several authors raise doubts about whether these software products offer quality training, being necessary to establish instruments that certify their characteristics or guide how to approach optimization to ensure success and consolidation of this type of e-learning. This project proposes the construction of a software quality model or QM for MOOC, designed with the Individual Quality Model Construction or IQMC and the quality characteristics proposed in the catalog of ISO/IEC 25010. A set of sub characteristics, properties and quality measures will be established with the model, this QM will be an instrument or artifact to facilitate a systematic and practical evaluation with the selection of those characteristics that are considered relevant and consistent for scope and requirements of the evaluator, developer or end user. © 2016 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006925434&doi=10.1109%2fLACLO.2016.7751803&partnerID=40&md5=3111e33da8cf412a920b9bb5d5268e2b,"Proceedings - 2016 11th Latin American Conference on Learning Objects and Technology, LACLO 2016",Institute of Electrical and Electronics Engineers Inc.,"11th Latin American Conference on Learning Objects and Technology, LACLO 2016",,,
Scopus,Article,"Gardair C., Bousquet G., Lehmann-Che J., de Bazelaire C., de Cremoux P., Tran Van Nhieu J., Sockeel M., Battistella M., Calvani J., Gervais J., Pottier Y., PrŽvaut L., Sekri K., Bertheau P.",Backstage of a massive open online course (MOOC) on cancer diagnosis [Les coulisses d'un Massive Open Online Course (MOOC) sur le diagnostic des cancers],2016,"Massive open online course (or MOOC) is a new online and open access teaching approach aimed at unlimited participation and providing interactions among students and teaching staff. These academic courses, often still free, lead to the delivery of a certificate of attendance and could soon also deliver a diploma. The MOOC ÒStratŽgies diagnostiques des cancersÓ will be hosted in autumn 2016 on the platform ÒFrance UniversitŽ NumŽriqueÓ and will have two levels of learners: students in the field of health and biology and the general public. This MOOC will also be integrated into the teaching program of medical students of Paris Diderot University and Paris 13 University. The educational objective of this MOOC is to convey to all participants an overview of the diagnostic steps of cancers and of the various medical specialties involved in this diagnosis. The second week of the MOOC, entitled Òtumor samples, macroscopic and microscopic analysisÓ, presents the pathology specialty with the technical treatment of tissue or cell samples and the basic elements of the tissue section analysis to get a diagnosis of benign or malignant tumor. After this MOOC, it is planned to assess the impact of this new modality of teaching the pathology specialty or pathology, especially by the general public. © 2016 Elsevier Masson SAS",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994805551&doi=10.1016%2fj.annpat.2016.08.013&partnerID=40&md5=b615abe5e99188b40cb8b3d77df58cbd,Annales de Pathologie,Elsevier Masson SAS,,,,
Scopus,Article,"MacKay J.R.D., Langford F., Waran N.",Massive open online courses as a tool for global animal welfare education,2016,"Animal Behaviour and Welfare was a Massive Open Online Course (MOOC) hosted on Coursera as a free introductory animal welfare course. Through interrogating Coursera data and pre-/post-course student experience surveys, we investigated student retention, student experience, changes in attitudes, and changes in knowledge. The course ran for 5 weeks, and 33,501 students signed up, of which 16.4% (n = 5,501) received a Certificate of Achievement, indicating they had completed all assessments within the course. This retention rate is above the industry standard of 10%; however, the value of retention rate as a metric to judge MOOC success is questionable. Instead, we focus on demographics, with Coursera data estimating that 41% of learners came from Europe, 35% from North America, 11% from Asia, 6% from Oceania, 5% from South America, and 2% from Africa. Most learners had completed an undergraduate degree. Despite this wide range of backgrounds, 57.2% of post-course respondents (n = 2,399) strongly agreed that the information presented was at the right level and 64.9% strongly agreed that the course was interesting. After completion, more students (w2[4] = 132.40, p < .001) understood that animal welfare was based on the results of scientific study, and significantly fewer students (w2[4] = 361.32, p < .001) felt health was the most important part of animal welfare. Overall, learners agreed the course was enjoyable and informative, and 97.9% felt the course was a valuable use of their time. We conclude that MOOCs are an appropriate vehicle for providing animal welfare learning to a wide audience, but require a significant level of investment. © 2016 AAVMC.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021848143&doi=10.3138%2fjvme.0415-054R2&partnerID=40&md5=401a28a5f2423170db7e98acb30e3233,Journal of Veterinary Medical Education,University of Toronto Press Inc.,,,,
Scopus,Article,"Watson S.L., Kim W.","Enrolment purposes, instructional activities, and perceptions of attitudinal learning in a human trafficking MOOC",2016,"This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the MOOC, as well as their enrolment purposes. Motivations varied with the majority of learners wanting to formulate a viewpoint or to justify their existing viewpoint, with those taking the MOOC in order to earn a formal certification reporting the highest learning gains. Overall, learners perceived lectures and videos as the most impactful instructional strategy. However, learners who reported the personal project activity as the most effective instructional strategy showed the highest learning gain. The authors discuss the instructional design considerations based on these survey results. © 2016 The Open University.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986226565&doi=10.1080%2f02680513.2016.1230845&partnerID=40&md5=1e337e0b6e1bede7cd58b2233be38229,Open Learning,Routledge,,,,
Scopus,Article,"Northcutt C.G., Ho A.D., Chuang I.L.","Detecting and preventing ""multiple-account"" cheating in massive open online courses",2016,"We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a ""harvester"" account and then submits correct answers using a separate ""master"" account. We use a small-scale experiment to verify CAMEO and estimate a ""lower bound"" for its prevalence among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO users. Among earners of 20 or more certificates, 25% have used the CAMEO strategy. CAMEO users are more likely to be young, male, and international than other MOOC certificate earners. We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science courses. © 2016 Elsevier Ltd. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84966706323&doi=10.1016%2fj.compedu.2016.04.008&partnerID=40&md5=5c83bcf2122c94c39b32709e5da77b69,Computers and Education,Elsevier Ltd,,,,
Scopus,Conference Paper,"Valvano J.W., Yerraballi R., Fulton C.",Teaching embedded systems in a MOOC format,2016,"We have designed and implemented a Massive Open Online Class (MOOC) with a substantial lab component within the edX platform. We deployed this MOOC three times with a total enrollment of over 100,000 students. If MOOCs are truly going to transform engineering education, then they must be able to deliver classes with laboratory components. Our offering goes a long way in unraveling the perceived complexities in delivering a laboratory experience to thousands of students from around the globe. We believe the techniques developed in this class will significantly transform the MOOC environment. Effective education requires students to learn by doing. In the traditional academic setting this active learning is achieved through a lab component. Translating this to the online environment is a non-trivial task that required several important factors to come together. First, we have significant support from industrial partners ARM Inc. [1] and Texas Instruments [2]. Second, the massive growth of embedded microcontrollers has made the availability of lost-cost development platforms feasible. Third, we have assembled a team with the passion, patience, and experience of delivering quality lab experiences to large classes. Fourth, online tools now exist that allow students to interact and support each other. We used edX for the delivery of videos, interactive animations, text, and quizzes [3]. We used Piazza [4] for discussion boards and Zyante[5] for a programming reference. We partnered with element-14[6], Digi-Key[7], and Mouser[8] to make the lab kit available and low-cost. Even though there was a $40-$70 cost to purchase the lab kit, the course completion numbers were slightly better than a typical MOOC. 7.3% of the students completed enough of the class to receive a certificate. Students completing end of the course surveys report a 95% overall satisfaction. Demographics show a world-wide reach with India, US, and Egypt being the countries with the most students. In this paper we will present best practices, successes and limitations of teaching a substantial lab across the globe. © American Society for Engineering Education, 2016.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983246895&partnerID=40&md5=83d38520142afd459a0a1bcc75bae64e,"ASEE Annual Conference and Exposition, Conference Proceedings",American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,,,
Scopus,Article,"Baker R.M., Passmore D.L.",Value and pricing of moocs,2016,"Reviewed in this article is the potential for Massive Open Online Courses (MOOCs) to transform higher education delivery, accessibility, and costs. Next, five major value propositions for MOOCs are considered (headhunting, certification, face-to-face learning, personalized learning, integration with services external to the MOOC, marketing). Then, four pricing strategies for MOOCs are examined (cross-subsidy, third-party, ÒfreemiumÓ, nonmonetary). Although the MOOC movement has experienced growing pains similar to most innovations, we assert that the unyielding pace of improvements in network technologies combined with the need to tame the costs of higher education will create continuing demand for MOOC offerings. © 2016 by the authors; licensee MDPI, Basel, Switzerland.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016979917&doi=10.3390%2feducsci6020014&partnerID=40&md5=ab39fba82dacb51deaa5c0a4da113342,Education Sciences,MDPI AG,,,,
Scopus,Article,"Rayyan S., Fredericks C., Colvin K.F., Liu A., Teodorescu R., Barrantes A., Pawl A., Seaton D.T., Pritchard D.E.",A MOOC based on blended pedagogy,2016,"We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an e-text, simple checkpoint problems and homework. We show how certain course design aspects affect student behaviour: (a) frequent quizzes correlated with students reading a large fraction of the e-text, and (b) When homework sets are arranged by increasing (instructor-estimated) difficulty, we found strong correlations between difficulty and time to solution, but weak correlations with percent correct. Modifications to the second offering of the course resulted in higher retention. These modifications included targeting physics teachers and posting materials well in advance. We define retention as certificates earned relative to participants who make a significant effort on the second assignment. Retention measured this way varied between 44% and 72%, being highest in the course aimed at teachers. We show that there is significant learning among MOOC participants. Applying item response theory to common homework problems showed that the MOOC participants had significantly higher ability than students in a Massachusetts Institute of Technology course and that they maintained this advantage over the duration of the MOOC. © 2016 John Wiley & Sons Ltd.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961828375&doi=10.1111%2fjcal.12126&partnerID=40&md5=bb2222ccf3a128bdf5d0dcb13a9c92e6,Journal of Computer Assisted Learning,Blackwell Publishing Ltd,,,,
Scopus,Conference Paper,"Shen J., Ye M., Wang Y., Zhao Y.","Massive open online course (MOOC) in China: Status quo, opportunities, and challenges",2016,"The population of open education resource and online self-studying mode have been brought great and profound changes to traditional higher education system. The introduction of Massive Open Online Course (MOOC) not only presents a convenient ways to involved in top university education courses, but also proposes an alternative method to obtain university experience and credit certification. This paper gives a brief but comprehensive review of MOOC application in China including its status quo, opportunities and challenges. © 2016 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994574775&doi=10.1109%2fEDUCON.2016.7474692&partnerID=40&md5=202af64bacdee6cc83e555201afccb89,"IEEE Global Engineering Education Conference, EDUCON",IEEE Computer Society,"2016 IEEE Global Engineering Education Conference, EDUCON 2016",,,
Scopus,Conference Paper,"Kay J.S., Nolan T.J., Grello T.M.",The Distributed Esteemed Endorser Review: A novel approach to participant assessment in MOOCs,2016,"One of the most challenging aspects of developing a Massive Open Online Course (MOOC) is designing an accurate method to effectively assess participant knowledge and skills. The Distributed Esteemed Endorser Review (DEER) approach has been developed as an alternative for those MOOCs where traditional approaches to assessment are not appropriate. In DEER, course projects are certified in-person by an ""Esteemed Endorser"", an individual who is typically senior in rank to the student, but is not necessarily an expert in the course content. Not only does DEER provide a means to certify that course goals have been met, it also provides MOOC participants with the opportunity to share information about what they have learned with others at the local level.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84969988710&doi=10.1145%2f2876034.2893396&partnerID=40&md5=775099fb1e52753ba4571dd2cb4fd4bc,L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale,"Association for Computing Machinery, Inc","3rd Annual ACM Conference on Learning at Scale, L@S 2016",,,
Scopus,Article,"Phan T., McNeil S.G., Robin B.R.",Students' patterns of engagement and course performance in a Massive Open Online Course,2016,"A series of Massive Open Online Courses (MOOCs) in the Curriculum and Instruction (CUIN) Department at a university are collaboratively being designed and developed by a team of doctoral students with mentorship from two CUIN professors. The first two MOOCs, Powerful Tools for Teaching and Learning: Digital Storytelling MOOC (DS MOOC) and Powerful Tools for Teaching and Learning: Web 2.0 Tools, have been developed and offered multiple times on the Coursera platform. This paper reports on the relationships between learners' patterns and motives of engagement and their prior subject knowledge with their course performance in the Digital Storytelling MOOC. Results from this study indicate that learners who demonstrated active engagement in the MOOC tended to outperform other learners who did not practice this trait. Learners whose motives for participation involved earning the Continuing Professional Development certificate, gaining skills, ideas and inspirations, and improving their professional practice outperformed the students who valued these traits less. Learners who possessed moderate level of content knowledge seemed to benefit most from the course. This paper contributes insight into aspects of students' behaviors that possibly contributed to their success in a MOOC and invites discussion on how to reinforce these traits. © 2015 Elsevier Ltd. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84953897817&doi=10.1016%2fj.compedu.2015.11.015&partnerID=40&md5=90702141bd8389ed65d44cd37171fa25,Computers and Education,Elsevier Ltd,,,,
Scopus,Conference Paper,"Qiu J., Tang J., Liu T.X., Gong J., Zhang C., Zhang Q., Xue Y.",Modeling and predicting learning behavior in MOOCs,2016,"Massive Open Online Courses (MOOCs), which collect complete records of all student interactions in an online learning environment, offer us an unprecedented opportunity to analyze students' learning behavior at a very fine granularity than ever before. Using dataset from xuetangX, one of the largest MOOCs from China, we analyze key factors that influence students' engagement in MOOCs and study to what extent we could infer a student's learning effectiveness. We observe significant behavioral heterogeneity in students' course selection as well as their learning patterns. For example, students who exert higher effort and ask more questions are not necessarily more likely to get certificates. Additionally, the probability that a student obtains the course certificate increases dramatically (3_ higher) when she has one or more ""certificate friends"". Moreover, we develop a unified model to predict students' learning effectiveness, by incorporating user demographics, forum activities, and learning behavior. We demonstrate that the proposed model significantly outperforms (+2.03-9.03% by F1-score) several alternative methods in predicting students' performance on assignments and course certificates. The model is flexible and can be applied to various settings. For example, we are deploying a new feature into xuetangX to help teachers dynamically optimize the teaching process. © 2016 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964355157&doi=10.1145%2f2835776.2835842&partnerID=40&md5=2014ec072226ae6894ee8d49d4eaa021,WSDM 2016 - Proceedings of the 9th ACM International Conference on Web Search and Data Mining,"Association for Computing Machinery, Inc","9th ACM International Conference on Web Search and Data Mining, WSDM 2016",,,
Scopus,Conference Paper,"Sammour G., Al-Zoubi A., Gladun A., Khala K., Schreurs J.",MOOCs in universities: Intelligent model for delivering online learning content,2016,"A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no conditions on attendance. Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Over the past few years several Universities facilitated partnership with MOOCs providers and are building MOOC courses, to serve as e-learning versions of their courses. Despite all the advantages offered by the MOOC courses, the current statistics show that only a very limited number of registered learners are completing the course. And the vast majority are stopping learning at an early stage. The main reason can be found in the lack of motivation of the students to pass the exams to become a certificate, because universities do not accept the certificates for credits. The aim of this paper is to study the readiness of students to take MOOC courses on one hand and the acceptance of MOOC courses in Universities. A study is conducted on two Universities, Hasselt University, Belgium and Princess Sumaya University for Technology, Jordan. The results of the study are promising, as they suggest that such virtual study programs are accepted in both Universities. However, professors in both Universities elucidate concerns on accepting the equivalence of the MOOC courses to their own courses. © 2015 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84970024421&doi=10.1109%2fIntelCIS.2015.7397216&partnerID=40&md5=3a04fcacfd6ca01b4fea33c5d2ed6b04,"2015 IEEE 7th International Conference on Intelligent Computing and Information Systems, ICICIS 2015",Institute of Electrical and Electronics Engineers Inc.,"7th IEEE International Conference on Intelligent Computing and Information Systems, ICICIS 2015",,,
Scopus,Article,"Warren J.I., Mclaughlin M., Bardsley J., Eich J., Esche C.A., Kropkowski L., Risch S.",The Strengths and Challenges of Implementing EBP in Healthcare Systems,2016,"Background: Multihospital healthcare system leaders and individual nurses are challenged to integrate standardized evidence-based practices that support continuous performance improvement in their systems. Aim: This study was undertaken to evaluate the strength of and the opportunities for implementing evidence-based nursing practice across a diverse 9-hospital system located in the mid-Atlantic region. Methods: A cross-sectional survey of 6,800 registered nurses (RNs), with a 24% response rate, was conducted to learn about their attitudes, beliefs, and perceptions toward organizational readiness and implementation of EBP. Results: Although respondents' beliefs about EBP were positive, they reported their ability to implement EBP as extremely low. More than one third (36%) of the respondents worked at two of the system's Magnet designated hospitals. Magnet RNs reported more resources and held more positive beliefs about their hospital's organizational readiness for EBP. Nurses who possess advanced nursing degrees, certification, and who serve in leadership roles were favorable toward EBP. Younger RNs with fewer years in practice were more likely to have positive beliefs toward EBP and embedding it into the organizational culture. Linking Evidence to Practice: Findings mirror previous research where nurses internationally favor EBP yet struggle with similar barriers for implementation. Strategies to link this evidence to action can be taken at local and global levels. Locally, transformational nurse leaders within each hospital can share the vision for implementing EBP and embrace Magnet principles. At the system level, transformational nurse leaders can collectively allocate resources to create a system-wide online EBP education plan with EBP competencies and tool kit to increase RN exposure to EBP and standardize practice. Globally, promoting free and accessible EBP massive open online courses (MOOC) and sharing best practices online and at international forums such as Magnet conferences will help to lead, educate, and mentor nurses with strategies to systematically increase EBP uptake. © 2016 Sigma Theta Tau International.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958169934&doi=10.1111%2fwvn.12149&partnerID=40&md5=97d09a93b9f414efcefcfb1003aee1e1,Worldviews on Evidence-Based Nursing,Blackwell Publishing Ltd,,,,
Scopus,Conference Paper,"Muhammad I.F., Yutuc W.E.",A study on the development and implementation of massive open online courses in maritime education and training,2016,"Due to technological advances, global issues and new regulations in the shipping industry, the seafarers are tasked to constantly remain current and comply with the required industry standards by ensuring their competencies are updated. For the purpose of creating another platform for the seafarers to meet and accomplish this requirement, this paper studied the development and implementation of Massive Open Online Courses (MOOCs) in Maritime Education and Training (MET). The approach considered instructional design strategies (ISD) and methodology, target audience, type of training, content, evaluation and assessment schemes. Furthermore, the significant barriers in MET have been discussed including the current issues and challenges faced in the maritime industry. Given these complexities for MOOCs and considering the expected outcomes for both the seafarers and the maritime industry as a whole, the process may seem wearisome. Also, its immediate implementation may negatively impact the expected performance outcomes of the entire system as it currently stands. However, the long term benefits of a properly structured MOOC, being a learning management system (LMS) or e-learning platform, should be seen to overcome this setback and serve its intended purpose effectively. This paper presented a MOOC model specifically designed to conform with the requirements of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers Manila Amendment (STCW 2010). © 2016 The Royal Institution of Naval Architects.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049082513&partnerID=40&md5=8f897d29d80a880fe611ee77e385ea3a,"RINA, Royal Institution of Naval Architects - International Conference on Education and Professional Development of Engineers in the Maritime Industry, EPD 2016",Royal Institution of Naval Architects,"RINA, Royal Institution of Naval Architects - International Conference on Education and Professional Development of Engineers in the Maritime Industry 2016, EPD2016",,,
Scopus,Conference Paper,"Banks C., Meinert E.",The acceptability of mooc certificates in the workplace,2016,"Massive open online courses (MOOCs) are being undertaken by hundreds of thousands of participants globally. Reasons for taking these courses vary, such as improving employment prospects, especially in the technology sector, though the impact of these certificates has not been established. Factors identified as barriers to the acceptance of these certifications include user verification issues and a lack of familiarity of MOOC content. There are positive signs in employers recommending MOOCs for training purposes and a major MOOC platform collaborating with companies to provide a work placement scheme. The discussion regarding the value of traditional and online education also applies, as employers are seeking candidates who are technically skilled and ready for work, which is not guaranteed by a traditional degree certificate. This review provides a baseline collation of current opinion and research. Independent qualitative research and further literature review should be conducted to build an evidence base regarding the use of MOOCs and their certificates.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040227746&partnerID=40&md5=3351c472994f4a48cc5de77675202183,"Proceedings of the International Conference on E-Learning, EL 2016 - Part of the Multi Conference on Computer Science and Information Systems 2016",IADIS,"2016 International Conference on E-Learning, EL 2016",,,
Scopus,Book Chapter,"Chew S.W., Cheng I.-L., Chen N.-S.",Yet another perspectives about designing and implementing a mooc,2016,"Massive Open Online Courses (MOOC) are rapidly growing, fulfilling the learning needs of learners these days. Video lectures and in-video learning activities are elements that distinctively differs MOOCs from other online courses. Hence, the recording and production process of these video lectures, along with insertion of learning activities are important to produce an efficient MOOC course and sustaining learners engagement. Furthermore, segmenting technics and structuring the course are other elements to consider in designing the course. Alongside, instructors are stimulated to think of new ways to adapt to the change in the learning needs of learners. Designing MOOCs as microcourses, team teaching, changing the roles of lecturers and students, utilizing existing materials, and OERs in MOOCs are some of the ideas and concepts to be considered. Some experience sharing on issues and challenges faced in operating MOOCs along with the proposals of potential solutions are also discussed in this chapter including the assessment of learnersÕ performance, administration of MOOCs, and credibility of MOOC certificates. © Springer-Verlag Berlin Heidelberg 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031734344&doi=10.1007%2f978-3-662-52925-6_6&partnerID=40&md5=4ad5e6ab66d1fc29055452116179320a,Lecture Notes in Educational Technology,Springer International Publishing,,,,
Scopus,Book Chapter,Spector J.M.,A critical look at MOOCs,2016,"Massive Open Online Courses (MOOCs) are offered online to anyone who registers. There are no requirements to register and for those not wishing to receive course credit or a certificate indicating successful completion, there are no charges to enroll. As a result, enrollments can reach into the thousands. MOOCs are a recent twenty-first century phenomenon that emerged from the open educational resources movement and a course entitled ÒConnectivism and Connective KnowledgeÓ offered in 2008 by George Siemens and Stephen Downes. There were a small number of students at the University of Manitoba who paid tuition and several thousand others who simply participated in the online course environment at no cost. Given the subject (connectivism) of that early MOOC and the fact that those not paying were there as part of an extended community gathered around the subject of the course, it is reasonable to conclude that the ÔCÕ in MOOC stood for ÔcourseÕ for registered participants and ÔcommunityÕ for those not registered. Since 2008, MOOCs have appeared in many places and have taken many forms. This chapter examines the growth of MOOCs and the roles that they can play in the context of learning and instruction. The argument herein is that it is a mistake to consider current MOOCs to be a new form of a distance learning course. Rather, current MOOCs should be viewed and evaluated not as courses but as communities of subject-specific participants. © Springer-Verlag Berlin Heidelberg 2017.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031711309&doi=10.1007%2f978-3-662-52925-6_7&partnerID=40&md5=c6f60a7779da8ab5c6e3f9cbaefbeb16,Lecture Notes in Educational Technology,Springer International Publishing,,,,
Scopus,Conference Paper,"Sahasrabudhe S.S., Majumdar R.",Content creation and pedagogic strategies for Skill development MOOC,2016,"Skill development is being promoted throughout India, as a channel to create employable resource. Massive Online Open Courses (MOOCs) can provide a platform to enable such skill development programs at scale. The IITBombayX course, Basic 3D animation using Blender (SKANI101x), was the first of its kind offering of a Skill Development MOOC (sdMOOC) for the Indian learners. Over its two offerings, 6457 participants registered, 2465 (38%) were active and 1132 (19%) were certified. However while producing and conducting the course we realized the lack of content creation and pedagogic strategies for such sdMOOCs. Analysis of our pilot offering of SKANI101x, highlighted its effectiveness for both, first-time and experienced online learners. In the second offering we modified pedagogic strategies to foster student-instructor interactions that resulted in higher engagement and completion rate. This paper discusses the rationale of the decisions and reports an evaluation study of participants' performance, engagement, and perceptions regarding the components of the course over two offerings. This provides an evidence for the effectiveness of the content creation and pedagogic strategies implemented.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019006666&partnerID=40&md5=5a30d8f8078fbe72028dca421d76a643,ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings,Asia-Pacific Society for Computers in Education,"24th International Conference on Computers in Education, ICCE 2016",,,
Scopus,Conference Paper,"Halkude S., Awasekar D., Nirgude M., Mistry R.",Coordinated faculty professional development activity: Key for high retention in MOOCs,2016,"Massive Open Online Courses (MOOCs) are a rapidly growing form of educational technology and have the potential to deliver world class education. The potential benefits are particularly of paramount importance in developing countries such as India due to paucity of good faculty with regards to scaling up of professional education. India has now officially jumped into the open online courses bandwagon with the government announcing many initiatives with an objective of providing affordable and quality education to all desirous. IITBombayX is one such online platform which offers interactive online classes and MOOCs for faculty professional development. This paper reports findings from MOOC on ET601Tx that were instrumental in 98.6% course completion rate conducted at our institute against a general 24% for this course at all over India. Out of the 146 registered, 144 went on to complete the entire course and received honor code certificates. The post MOOC survey of 133 participants revealed that 'Institutional Leadership' in the form of Coordinated Faculty Professional Development Activity (CFPDA) was a major contributing factor in making the faculty persists throughout the course and completing it successfully. The CFPDA at the institution, in the form of review meetings facilitation by education technology mentors, department coordinators has led to 98.6 % persistence and higher scores obtained by the faculty participants.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019002398&partnerID=40&md5=e9a4631dd6bab7b8a12b809c5cafe5c8,ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings,Asia-Pacific Society for Computers in Education,"24th International Conference on Computers in Education, ICCE 2016",,,
Scopus,Conference Paper,"Coulombe C., Paquette G., Mezghani N.",Improving MOOCs' perseverance and completion rates using best practice design principles,2016,"The high dropout rates remain a key argument of many critics of the MOOC (massive open online courses). A range of 5 to 10% is often mentioned in the scientific literature as the percentage of participants who complete a MOOC. The experience at TƒLUQ for Ulibre's MOOCs has shown excellent performance in term of ""persistence/perseverance"" of the participants, which were about three times better than the average rates of other MOOC providers with over 33% of certification. Ulibre's high commitment, great participation to the discussion forums and high certification rates are not due to chance, but are at least in part the result of a set of best practices and simple design rules that we have shared in this paper.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013655651&partnerID=40&md5=f60dc4b52f0924cefa9169b5c298af76,"IMSCI 2016 - 10th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings","International Institute of Informatics and Systemics, IIIS","10th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2016",,,
Scopus,Article,"Casta–—n Octavio N., Ziegler M.M.",Moocs from the education model unimet online [Los Moocs desde el modelo educativo de unimet en l’nea],2016,"This article aims to reflect on the nature of the Massive Open Online Courses (Mooc). The potential of Moocs within the two main models will be analyzed. The conception which Unimet en L’nea, the online education platform Metropolitan University (Caracas, Venezuela) has taken around MOOCs, will be further exposed and described through their production process. As part of the final consideration on the future of MOOCs, the type of certification offered by Unimet en L’nea will complete. © 2016, Universidad del Zulia. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006285034&partnerID=40&md5=a979fb5a81ec973574d002072334bf2d,Opcion,Universidad del Zulia,,,,
Scopus,Article,"De Amescua A., Alvarez-Rodr’guez J.M., Sanchez-Segura M.-I., Medina-Dom’nguez F.",An agile framework definition for creating an engineering massive open online course from scratch: A case study,2016,"Massive Open Online Courses (MOOCs) have emerged as disruptors to higher education bringing the possibility to access learning contents to thousands of students from all over the world. MOOCs are a new way to design and deliver online learning. Learners become part of an on-line community where they can participate as reviewers, collaborate with each other and are engaged in watching videos and other multimedia resources. However, MOOCs are also generating a huge debate around three different aspects: the learning process including evaluation and certification criteria, the lack of skills among instructors to design and plan MOOCs and the technicaland security issues of MOOC platforms. More specifically, institutions are currently making a great effort to become part of main facilitators' platforms. They are creating a good number of methodologies, guidelines and best practices to equip instructors with the necessary skills to produce high-quality learning resources that can encourage learners' participation and decrease the dropout rate. On the other hand, engineering education is one of the main a reas of interest in MOOC courses. In the software and computer engineering area it is possible to find a huge number of MOOC sinparticular topics ranging from an introductory to a master level. How ever, just a few courses address a holistic view of a domain such as software engineering due to the intrinsic difficulty of summarizingin a few weeks the main concepts of anengineering discipline. That is why, in this paper, authors introduce an Agile MOOC Development Lifecycle (AMDL) to address the challenge of designing a MOOC from scratch. Afterwards, the framework is applied to create aMOOC course about software engineering for a non-technical audience and developed by a large and multidisciplinary team of 18 instructors. This experience is also reported as a case study to validate the proposed development lifecycle. Finally, some discussion, lessons learned and future research lines are also outlined. © 2016 TEMPUS Publications.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84992648146&partnerID=40&md5=7192395ff34883400649ae8b941a1b48,International Journal of Engineering Education,Tempus Publications,,,,
Scopus,Article,"Wan H.-T., Hsu K.-Y.","An innovative approach for pharmacistsÕ continue education: Massive open online courses, a lesson learnt",2016,"Objective: To develop a massive open online course (MOOC) for pharmacists as an innovative continue education. Design: A MOOC titled ÒSpecial Topics in Clinical PharmacyÓ for pharmacists as a professional continue education program was developed and evaluated. It was implemented with case-based lecture videos and interactive quizzes. Content was delivered in weekly base. A Pre-course survey, a post-course survey, and a learner-driven final assessment were conducted accordingly. Results: The primary outcomes of the MOOCs in effectively engaging learners and motivating targeted learners from massive online learner were assessed. The satisfactory of MOOCs production from learners was evaluated as well. There were 407 participants signed in for this MOOC. 95% of certificate earners were pharmacists. 88% were willing to take the next professional MOOC. MOOCs might be an innovative, effective and efficient approach to deliver professional continue education. The study also shows that more efforts on implementing online communities should be made to engage more learners. © 2016, Association of Pharmaceutical Teachers of India. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960950810&doi=10.5530%2fijper.50.1.13&partnerID=40&md5=8deef2775dfb670e84eadc7dec2e67fd,Indian Journal of Pharmaceutical Education and Research,Association of Pharmaceutical Teachers of India,,,,
Scopus,Article,"Masud S., Ayub A., Mahboob U.",Use of massive online open courses as a potential resource to provide Continuing Medical Education in Pakistan,2016,"The Pakistan Medical and Dental Council (PM&DC) has made Continuing Medical Education (CME) mandatory for doctors, from 2015 onwards. A minimum of 15 credit hours of CME per year for general practitioners and 30 credit hours for specialist doctors have been made mandatory for renewal of the PMDC registration. While doctors can attend conferences to earn this CME credit, the opportunities are minimum and limited to major cities across Pakistan. Webbased CME is an attractive alternative to attending conferences. It can make up for 25% of the yearly PMDC requirement. So far, only two web-based CME providers have been launched in Pakistan, which is a shortage. Could Massive Online Open Courses (MOOCs) be used to fill this shortage? The MOOCs are online courses that are easily accessible to all learners irrespective of geographical boundary and resources, and can be used as a tool to provide CME to physicians. The problem as to how credit from PM&DC can be obtained, will need to be explored further.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958042976&partnerID=40&md5=0de1f659659520beb32a3382fe241f3f,Journal of the College of Physicians and Surgeons Pakistan,College of Physicians and Surgeons Pakistan,,,,
Scopus,Article,"Hansen J.D., Reich J.",Democratizing education? Examining access and usage patterns in massive open online courses,2015,"Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014,we found that course participants fromthe United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, students with greater socioeconomic resources were more likely to earn a certificate. Furthermore, these differences inMOOCaccess and completionwere larger for adolescents and young adults, the traditional ages where people find on-ramps into science, technology, engineering, and mathematics (STEM) coursework and careers. Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949009159&doi=10.1126%2fscience.aab3782&partnerID=40&md5=f9de61bc49a80e14385eab40a7dd1501,Science,American Association for the Advancement of Science,,,,
Scopus,Book Chapter,"Read T., B‡rcena E.",Toward mobile assisted language MOOCs,2015,"Open online courses have been around almost as long as the Internet itself, some of which with very large number of students. However, it was not until 2008 that Dave Cormier actually explicitly used the term MOOC for a Massive Open Online Course (Daniel, 2012; Downes, 2012a; Watters, 2012). Downes(2012b) subsequently argued that MOOCs enable large numbers of people to combine the advantages of open content and open learning for learning, training and personal development. This educational model attempts to promote learning for a large number of people with a shared interest, by removing initial limits of access and attendance, and in some cases, offer credits and/or certificates at very lowcost at the end of the course. It is not surprising, therefore, that despite the conflict of interests with theobjectives of formal educational institutions and the many criticisms raised in the literature (Jackson,2013), MOOCs are having a significant impact upon the online educational community, with hundreds of thousands of people undertaking these courses. They have grabbed the public spotlight and been hailed as an ""educational phenomenon"" (Pappano, 2012). 2012 was called ""the Year of the MOOC"" by the New York Times because, arguably, ""the time was right"" for them to appear. This chapter exploresMOOCs and Mobile-Assisted Language MOOCs. © 2015, IGI Global.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84954606957&doi=10.4018%2f978-1-4666-8279-5.ch011&partnerID=40&md5=e1259620929cbd49eee91f6641ff8fc6,Furthering Higher Education Possibilities through Massive Open Online Courses,IGI Global,,,,
Scopus,Book Chapter,Starr-glass D.,Redemption through MOOCs? Valuing aggregation and pricing disaggregation in higher education markets,2015,"Massive open online courses (MOOCs) have received considerable publicity over the last few years. Since they offer costless learning experiences, many have seen them as a way of reducing the costs of higher education. A commonly suggested approach is that learners should be able to take a range of MOOCsand use their certificates of completion to assemble a portfolio that reflects their learning accomplishments, with separate educational market-providers offering services such as advisement, assessment, and accreditation of the portfolio content. It is speculated that this fracturing, or disaggregation, of the current higher educating system would allow learners greater choice and reduce the costs of obtaining accredited degrees. This chapter explores the opportunities and challenges presented by MOOCs and the economic and educational implications of a proposed disaggregation of the higher education system. The analysis suggests that disaggregation would not necessarily reduced costs, but that it would inevitably destroy much of the unpaid-for-value that resides for graduates in the current aggregated system of higher education. ©2015, IGI Global.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84954578785&doi=10.4018%2f978-1-4666-8279-5.ch002&partnerID=40&md5=f7f5c9b56baf3d9b31191a7b163494ca,Furthering Higher Education Possibilities through Massive Open Online Courses,IGI Global,,,,
Scopus,Book Chapter,"Vovides Y., Inman S.",Enabling meaningful certificates from massive open online courses (MOOCS): A data-driven curriculum e-map design model,2015,"At a time when higher education is under pressure to produce more college graduates to meet the demands of future workforce needs, the dropout rate in U.S. institutions is the highest it has ever been. Massive open online courses (MOOCs) provide an opportunity to expand access to postsecondary and adult education. This chapter explores access, retention, and recognition issues in relation to MOOCs. It argues that formal education models of curriculum design need to be refined to take advantage of the massive open online space. It concludes by describing a conceptual model that proposes an integrative learning analytics approach to support student retention and achievement. © 2016, IGI Global. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958025785&doi=10.4018%2f978-1-4666-8856-8.ch005&partnerID=40&md5=2816e862e5ed4fea13dadba3f681a170,Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies,IGI Global,,,,
Scopus,Book Chapter,Ren X.,Quality assessment and certification in open scholarly publishing and inspiration for MOOC credentialing,2015,"This chapter looks at the changing landscape of quality assessment and certification/credentialing in open knowledge systems by a comparative study between open publishing and open education. Despite the disruptive changes driven by open publishing in scholarly communication, it is challenging to develop widely accepted methods for quality assessment and certification. Similar challenges exist in open education platforms like the massive open online course (MOOC). This work reviews four types of innovations in open publishing in terms of quality control, namely ""light touch"" peer review, post-publication assessment, social peer review, and open peer review. Synthesising the principles and strategies of these innovations, it discusses how they might be inspiring for developing solutions and models for MOOC assessment and credentialing. This chapter concludes by suggesting future research directions. It argues that the open initiatives are co-evolving with the ""traditional"" systems and integrating with the established models. © 2016, IGI Global. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957939219&doi=10.4018%2f978-1-4666-8856-8.ch013&partnerID=40&md5=0f0a5202d0bec4b6b5fe1d380c053a61,Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies,IGI Global,,,,
Scopus,Article,"Arrufat M.J.G., S‡nchez V.G., Santiuste E.G.",Trends in assessment in massive open online courses [Tendencias en la evaluaci—n del aprendizaje en cursos en l’nea masivos y abiertos],2015,"Assessment is a central characteristic in the design of massive open online courses (MOOCs) (Sandeen, 2013). Although this phenomenon is new, the literature on e-assessment suggests a direction based on a knowledge base derived from research into the support needs of the participantsÕ learning. Together with assessment, participant satisfaction with MOOCs takes on a special role when we consider the interest of the courses and their high drop-out rate. We have two objectives in this paper; on one hand, we analyze the assessment processes in 87 MOOCs developed on different international platforms (Coursera, Udacity, Mir’adaX, EdX, and RedunX) at Spanish universities (AbiertaUGR, UPVX, UniMOOC, UnedComa, and Ehusfera) and others; while on the other hand, we reflect on these processes assisted by the study of the MOOCs developed at the University of Granada (Spain). We describe the results classified according to: what is assessed, who performs the assessment, time at which assessment occurs, instruments employed, type of assessment, and type of the certification (participation/accreditation). We study the satisfaction of 513 participants in courses of the first edition offered by AbiertaUGR in 2013. Participant satisfaction is related to interactivity, and the learning perceived corresponds to a formative assessment or assessment for learning. Suggestions for improvement are given for the pedagogical design of the assessment in future MOOCs. © 2015, Universidad Nacional de Educacion a Distancia. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84974738144&doi=10.5944%2feducXX1.12935&partnerID=40&md5=bc084b63e54a03089b58d31b8c357336,Educacion XX1,Universidad Nacional de Educacion a Distancia,,,,
Scopus,Article,"Goldberg L.R., Bell E., King C., O'Mara C., McInerney F., Robinson A., Vickers J.",Relationship between participants' level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course Approaches to teaching and learning,2015,"Background: The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals. Methods: The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate ""Ask an Expert"" discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded. Results: Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (_2=2.35, df=6, p=0.88) and to engage in the online discussions (F[6, 3799]=0.85, p=0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t=39.60, df=4407, p &lt;0.001). Conclusions: The high completion rate and level of engagement of participants across a broad spectrum of levels of education suggest that MOOCs can be successfully developed and delivered to students from diverse educational backgrounds. The high participation rate also highlights the combination of MOOC design as well as the scale of unmet need for quality dementia education. © 2015 Goldberg et al.; licensee BioMed Central.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926341628&doi=10.1186%2fs12909-015-0344-z&partnerID=40&md5=47f30b3a9af951447852eab10d5256e1,BMC Medical Education,BioMed Central Ltd.,,,,
Scopus,Conference Paper,"Mullaney T., Reich J.",Staggered versus all-at-once content release in massive open online courses: Evaluating a natural experiment,2015,"We report on an experiment testing the effects of releasing all of the content in a Massive Open Online Course (MOOC) at launch versus in a staggered release. In 2013, HarvardX offered two ""runs"" of the HeroesX course: In the first, content was released weekly over four months; in the second, all content was released at once. We develop three operationalizations of ""ontrackness"" to measure how students participated in sync with the recommended syllabus. Ontrackness in both versions was low, though in the second, mean ontrackness was approximately one-half of levels in the first HeroesX. We find few differences in persistence, participation, and completion between the two runs. Controlling for a students' number of active weeks, we estimate modest positive effects of ontrackness on certification. The revealed preferences of students for flexibility and the minimal benefits of ontrackness suggest that releasing content all at once may be a viable strategy for MOOC designers. Copyright © 2015 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928012355&doi=10.1145%2f2724660.2724663&partnerID=40&md5=a5d2afa4a027d117fa9a554441c2cb84,L@S 2015 - 2nd ACM Conference on Learning at Scale,Association for Computing Machinery,"2nd ACM Conference on Learning at Scale, L@S 2015",,,
Scopus,Article,"Jiang Z., Zhang Y., Li X.",Learning behavior analysis and prediction based on MOOC data,2015,"With the booming of MOOC (massive open online course) in the past two years, educational data analysis has become a promising research field where the quality of teaching and learning can be and is being quantified to improve the educational effectiveness and even to promote the modern higher education. In the autumn of 2013, Peking University released its first six courses on the Coursera platform. Through mining and analyzing the massive data of learning behavior of over 80000 participants from the courses, this paper endeavors to manifest more than one side of learning activity in MOOC. Meanwhile, according to the characteristic of learning behavior in Chinese MOOC, learners are classified into several groups and then the relationship between their learning behavior and performance is thoroughly studied. Based on the above work, we find out that learners' performance, regarding whether he/she could get certificated eventually, can be predicted by looking into several features of their learning behavior. Experiment results indicate that these features can be trained to effectively estimate whether a learner is probably to complete the course successfully. Besides, this method has the potential to partially evaluate the quality of both teaching and learning in practice. ©, 2015, Jisuanji Yanjiu yu Fazhan/Computer Research and Development. All right reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927131936&doi=10.7544%2fissn1000-1239.2015.20140491&partnerID=40&md5=895e89e47556a41e3483a1aeaf526196,Jisuanji Yanjiu yu Fazhan/Computer Research and Development,Science Press,,,,
Scopus,Conference Paper,"Li X., Chang K.-M., Yuan Y., Hauptmann A.",Massive open online proctor: Protecting the credibility of MOOCs Certificates,2015,"Massive Open Online Courses (MOOCs) enable every-one to receive high-quality education. However, current MOOC creators cannot provide an effective, economical, and scalable method to detect cheating on tests, which would be required for any certification. In this paper, we propose a Massive Open Online Proctoring (MOOP) framework, which combines both automatic and collab-orative approaches to detect cheating behaviors in on-line tests. The MOOP framework consists of three ma-jor components: Automatic Cheating Detector (ACD), Peer Cheating Detector (PCD), and Final Review Com-mittee (FRC). ACD uses webcam video or other sensors to monitor students and automatically ag suspected cheating behavior. Ambiguous cases are then sent to the PCD, where students peer-review agged webcam video to confirm suspicious cheating behaviors. Finally, the list of suspicious cheating behaviors is sent to the FRC to make the final punishing decision. Our experiment show that ACD and PCD can detect usage of a cheat sheet with good accuracy and can reduce the overall hu-man resources required to monitor MOOCs for cheating. © 2015 ACM.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84968919521&doi=10.1145%2f2675133.2675245&partnerID=40&md5=810a5d41690ae20b8b9d7c167e114b47,CSCW 2015 - Proceedings of the 2015 ACM International Conference on Computer-Supported Cooperative Work and Social Computing,"Association for Computing Machinery, Inc","18th ACM International Conference on Computer-Supported Cooperative Work and Social Computing, CSCW 2015",,,
Scopus,Conference Paper,Jobe W.,"No university credit, no problem? Exploring recognition of non-formal learning",2015,"Massive Open Online Courses (MOOCs) are disrupting traditional, higher education and redefining how learning takes place online. These open courses typically offer some form of recognition, such as a certificate of completion and/or digital badge, to recognize, validate, and in some cases even accredit learning. A general problem with MOOCs is the uncertainty regarding the use and goals of recognition, validation, and accreditation (RVA), and participants' acceptance and perception of such techniques. This research effort addresses this problem by exploring course participants' attitudes and levels of acceptance of non-formal learning recognition compared to traditional university credit in both developed and developing countries. The actual study uses both certificates of completion and digital badges to recognize and validate learning in an introductory, university level course in web programming using HTML5/CSS. The course is available to anyone, but was specifically marketed to participants from Sweden and Kenya. Empirical data was gathered using interviews and online surveys in the course. The preliminary results are that participants from developing countries value digital recognition to a greater extent than their counterparts in Europe. However, both Swedes and Kenyans see open courses with digital recognition as a complement to traditional learning to individually construct an education. © 2014 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938152650&doi=10.1109%2fFIE.2014.7044389&partnerID=40&md5=3c44b4bc8f0b799f2db430d184009c92,"Proceedings - Frontiers in Education Conference, FIE",Institute of Electrical and Electronics Engineers Inc.,"44th Annual Frontiers in Education Conference, FIE 2014",,,
Scopus,Conference Paper,"Arslan F., Bagchi K., Ryu S.",A preliminary evaluation of the determinants of certification success in MOOCs: A multi-level study,2015,"In this paper, we investigate the determinants of certification success in massive open online courses (MOOCs) using multi-level modeling. Our model includes individual student level characteristics as well as country-level infrastructure, economy and culture-related variables. In our complete model, which contains both developing and developed countries, we observe that two country-level variables; internet bandwidth and Hofstede's uncertainty avoidance cultural dimension are positively associated with the probability of getting certified in MOOC environment. We also observe that age, gender, education level and the institution attended are significantly associated with the probability of getting certified in MOOC environment. Furthermore, our study reveals that the determinants of certification vary between developing and developed countries.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963603684&partnerID=40&md5=90004431d9e5d74c7cf80ac8988729c9,"2015 Americas Conference on Information Systems, AMCIS 2015",Americas Conference on Information Systems,"21st Americas Conference on Information Systems, AMCIS 2015",,,
Scopus,Article,"Greene J.A., Oswald C.A., Pomerantz J.",Predictors of Retention and Achievement in a Massive Open Online Course,2015,"Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experience with MOOCs, self-reported commitment, and learnersÕ implicit theory of intelligence predicted retention and achievement. We found that learnersÕ expected investment, including level of commitment, expected number of hours devoted to the MOOC, and intention to obtain a certificate, related to retention likelihood. Prior level of schooling and expected hours devoted to the MOOC predicted achievement. © 2015, © 2015 AERA.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941765419&doi=10.3102%2f0002831215584621&partnerID=40&md5=fc2fa8d63cd6d69c443baac81659fe11,American Educational Research Journal,SAGE Publications Inc.,,,,
Scopus,Article,"Bonk C.J., Lee M.M., Kou X., Xu S., Sheu F.-R.","Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT opencourseware subscribers",2015,"This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an additional 15 open-ended survey items. The 25 close-ended survey findings indicated that respondents used a wide range of devices and places to learn for their self-directed learning needs. Key motivational factors included curiosity, interest, and internal need for self-improvement. Factors leading to success or personal change included freedom to learn, resource abundance, choice, control, and fun. In terms of achievements, respondents were learning both specific skills as well as more general skills that help them advance in their careers. Science, math, and foreign language skills were the most desired by the survey respondents. The key obstacles or challenges faced were time, lack of high quality open resources, and membership or technology fees. Several brief stories of life change across different age ranges are documented. Among the chief implications is that learning something new to enhance one's life or to help others is often more important than course transcript credit or a certificate of completion.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930339112&partnerID=40&md5=62ced19e1d3002b8c81c23a5a25aa27f,Educational Technology and Society,International Forum of Educational Technology and Society,,,,
Scopus,Article,"Diver P., Martinez I.",MOOCs as a massive research laboratory: opportunities and challenges,2015,"Massive open online courses (MOOCs) offer many opportunities for research into several topics related to pedagogical methods and student incentives. In the context of over 20Êyears of online learning research, we discuss lessons to be learned from observational comparisons and experiments on randomly chosen groups of students. We target two MOOCs for our study. We investigate dropout rates and how students who decide to drop out differ from those who continue courses. We discuss class forums and video lectures and how these interactions correlate with achievement. We explore the strong correlation between procrastination and achievement and implications for MOOC design. We examine the role of certifications offered by MOOCs and how different options can affect outcomes. We also examine the potential of linking data across courses. We discuss survey data in the context of these MOOCs. These research opportunities offer big data challenges, which are addressed with parallel computing techniques. © 2015, © 2015 Open and Distance Learning Association of Australia, Inc.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928417223&doi=10.1080%2f01587919.2015.1019968&partnerID=40&md5=5315ca663524bb2dab7bfa4b5753458c,Distance Education,Routledge,,,,
Scopus,Article,"Impey C.D., Wenger M.C., Austin C.L.",Astronomy for astronomical numbers: A worldwide massive open online class,2015,"Astronomy: State of the Art is a massive, open, online class (MOOC) offered through Udemy by an instructional team at the University of Arizona. With nearly 24,000 enrolled as of early 2015, it is the largest astronomy MOOC available. The astronomical numbers enrolled do not translate into a similar level of engagement. The content consists of 14 hours of video lecture, nearly 1,000 Powerpoint slides, 250 pages of background readings, and 20 podcast interviews with leading researchers. Perhaps in part because of the large amount of course content, the overall completion rate is low, about 3%. However, this number was four times higher for an early cohort of learners who were selected to have a prior interest in astronomy and who took the class in synchronous mode, with new content being added every week. Completion correlates with engagement as measured by posts to the online discussion board. For a subset of learners, social media like Facebook and Twitter provide an additional, important mode of engagement. For the asynchronous learners who have continuously enrolled for the past 15 months, those who complete the course do so quickly, with few persisting longer than two months. The availability of a free completion certificate had no impact on completion rates when it was added midway through the period of data analyzed in this paper. This experiment informs a new offering of an enhanced version of this MOOC via Coursera, along with a co-convened ""flipped"" introductory astronomy class at the University of Arizona, where the video lectures will be online and class time will be used exclusively for small group labs and hands-on activities. Despite their typically low completion rates, MOOCs have the potential to add significantly to public engagement with science, and they attract a worldwide audience. © Impey, Wenger, and Austin.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925372030&doi=10.19173%2firrodl.v16i1.1983&partnerID=40&md5=5ec0a11dd0dbc6d8202218612ce92a89,International Review of Research in Open and Distance Learning,Athabasca University,,,,
Scopus,Article,"Aboshady O.A., Radwan A.E., Eltaweel A.R., Azzam A., Aboelnaga A.A., Hashem H.A., Darwish S.Y., Salah R., Kotb O.N., Afifi A.M., Noaman A.M., Salem D.S., Hassouna A.",Perception and use of massive open online courses among medical students in a developing country: Multicentre cross-sectional study,2015,"Objectives: To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. Design: A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Settings: Ten out of 19 randomly selected medical schools in Egypt. Participants: 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary and secondary outcome measures: Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Results: Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student- instructor (8; 32%) and student-student (5; 20%) interactions. Conclusions: About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920720850&doi=10.1136%2fbmjopen-2014-006804&partnerID=40&md5=ed5e718fa794186b379fca30f77ec031,BMJ Open,BMJ Publishing Group,,,,
Scopus,Article,Klobas J.E.,Measuring the success of scaleable open online courses,2014,"Purpose Ð The purpose of this paper is to propose measures of online open course success for noncommercial institutional providers of massive open online courses (MOOCs) and other scaleable open online courses (SOOCs).Design/methodology/approach Ð The measures are derived from the characteristics of open online courses, existing knowledge about open online course providers and users and their motivations, and current practice in MOOC evaluation and data analytics.Findings Ð Current practices for evaluation of open online courses are dominated by MOOC analytics which provide insights into user demographics and behaviour with some implications for evaluation of reach and course design but leaving many unknowns. Measures for evaluation of success at the institutional level can be derived from institutional goals for open online courses. Success from the point of view of teachers and technical teams involved in design, development and delivery of open online courses can be derived from team membersÕ expectations, resources and satisfaction as well as measures of cost and effort compared to budget and benchmarks. Users are classified as registrants (information seekers, window shoppers, samplers), downloaders and participants (starters, partial participants and full participants who are further divided into auditing, active and certificate takers); different measures are appropriate for each group.Practical implications Ð Practitioners and researchers must consider a variety of levels and indicators of success to adequately evaluate open online courses. Tables in the text propose measures, methods, timing and roles.Originality/value Ð This is the first published paper to take a holistic view of open online course evaluation and propose detailed measures. © Emerald Group Publishing Limited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84915781317&doi=10.1108%2fPMM-10-2014-0036&partnerID=40&md5=253dade1d5486f2153d79296be7f4355,Performance Measurement and Metrics,Emerald Group Publishing Ltd.,,,,
Scopus,Conference Paper,"Alario-Hoyos C., PŽrez-Sanagust’n M., Delgado Kloos C., Mu–oz-Merino P.J.",Recommendations for the design and deployment of MOOCs: Insights about the MOOC digital education of the future deployed in Mir’adaX,2014,"This paper reports the insights of the experience of designing and deploying the MOOC Digital Education of the Future, which was deployed in the platform Mir’adaX in early 2013. This MOOC was delivered by several professors from the Universidad Carlos III de Madrid and was supported by several external social tools that promoted the creation of a community of learners as part of it. The contribution of this study is a list of insights and recommendations about both the design and deployment of MOOCs. These insights and recommendations are built upon those presented in previous works by the authors. The design recommendations include information about the overall course structure, the assessment activities, the certification of the course, and the use of complementary social tools. The deployment recommendations mainly focus on the role of the teaching staff when running the course and on the importance of social tools and communication tools as a mechanism for participant engagement throughout the course. These recommendations aim to be useful for other practitioners, instructional designers and policy makers addressing the challenge of designing and deploying a MOOC from scratch.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84992550591&doi=10.1145%2f2669711.2669931&partnerID=40&md5=38bfd207fce7dda4b76951e1ed2ac9c4,ACM International Conference Proceeding Series,Association for Computing Machinery,"2nd International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2014",,,
Scopus,Review,"Liyanagunawardena T.R., Williams S.A.",Massive open online courses on health and medicine: Review,2014,"Background: Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. Objective: We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Methods: Health and medicine-related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. Results: The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. Conclusions: The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public. ©Tharindu Rekha Liyanagunawardena, Shirley Ann Williams.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907534753&doi=10.2196%2fjmir.3439&partnerID=40&md5=400a5d6ac1059d4ef92bb6df1d2b2dde,Journal of Medical Internet Research,JMIR Publications Inc.,,,,
Scopus,Article,"Montes R., Gea M., Bergaz R.",Generating lifelong-learning communities and branding with massive open online courses,2014,"The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada. Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928034113&doi=10.4018%2firmj.2014040103&partnerID=40&md5=446d88a9aedb9741c1e0ed3a9244b10e,Information Resources Management Journal,IGI Global,,,,
Scopus,Conference Paper,"Glance D.G., Barrett P.H.R.",Attrition patterns amongst participant groups in Massive Open Online Courses,2014,"In their current instantiation, Massive Open Online Courses (MOOCs) represent a form of educational delivery with little barrier to entry. In part due to the ease of enrolling, low completion rates have been a notable characteristic of MOOCs with as few as 5 - 10% of enrolled students gaining a certificate of completion. Beyond these observations, little is known about the patterns of attrition, nor how they may vary amongst different groups of MOOC participants. Activity data was analysed from log records collected from 42 MOOCs run by Stanford University between 2011 and 2013 on Coursera. A novel analysis was applied to the data which showed that attrition varies little between those that audited the course and those that actively participated in assessments. The results indicate that attrition is not influenced by levels of participation in a MOOC and attrition is further not greatly influenced by attributes of the course.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955279613&partnerID=40&md5=b505585abd921951e8d790eed7cf81c7,Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education,ASCILITE,"31st Annual Conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2014",,,
Scopus,Book Chapter,"Tu C.-H., Sujo-Montes L.E.",MOOCs,2014,"MOOC stands for Massive Open Online Course, which has received a great deal of attention from higher educational institutions. This attention has been particularly popularized by mass media with comments from innovative, disruptive, Educational Evolution, Come the Revolution (Friedman, 2012), the campus tsunami (Brooks, 2012), Faducation (Barlow, 2013), False promise (Carlson & Blumenstyk, 2012), to hype, shallow, McDonaldization of global higher education (Lane & Kinser, 2012), etc. Hill (2012) indicated MOOC as a successor to online education receives controversial conversations on current higher education. While online education is still criticized with quality, MOOC is extolled publicly on the value and quality potential of online education by elite institutions with millions of dollars in investments (Hill, 2012). Furthermore, MOOC is frequently open for all to enroll with no cost. It is called free courses, free education, etc. Coursera, an MOOC platform offered by Stanford University, now has more than 1.3 million students enrolling in more than 200 courses from 32 universities. Additionally, it starts granting verifi ed certifi cates for students who complete the course requirements with a fee between 30 and 100 dollars (Midha, 2013). © Springer Science+Business Media New York 2015.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84945118132&doi=10.1007%2f978-3-319-00152-4_18&partnerID=40&md5=bd35d67ccde95081ac1beba9a80b6835,Media Rich Instruction: Connecting Curriculum to All Learners,Springer International Publishing,,,,
Scopus,Conference Paper,"Saadatdoost R., Sim A.T.H., Mittal N., Jafarkarimi H., Hee J.M.",A netnography study of MOOC community,2014,"Massive online open courses (MOOC) are one of the widely used groups of online education and have been thought of as a key factor in future education. In recent years, there has been an increasing interest in MOOC from education and information systems researchers. In this paper, the aim is to observe MOOC in their natural setting to examine a particular community of MOOC by drawing on the concepts of communities of practice as a theoretical lens. One of the most significant current discussions on MOOC is Coursera. Questions have been raised about the structure of an emergent type of community within MOOC. However, far too little attention has been paid to study community of practice in this type of online education. The authors conducted an online ethnographic study on a sample of discussion forums of Coursera. Discussions were qualitatively content analyzed in order to understand the structure of an emergent type of community within MOOC. Our findings suggest that cohesion in a MOOC community is brought about by the domain of doubts, questions, new knowledge, experiences and the community of learners who meet people around the world with similar interests; the practices of documents, information, ideas, stories, experiences and software sharing. The combination of forces for MOOC community are global, free and online education identity of community which provides great materials, top professors, mass participation and certificates from top universities; voting system for warrant; movement of new comers from peripheral to the core of community by contributing more in discussions.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928603414&partnerID=40&md5=d9d853f9f8d8d85a2694b9c89ae608d0,"Proceedings - Pacific Asia Conference on Information Systems, PACIS 2014",Pacific Asia Conference on Information Systems,"18th Pacific Asia Conference on Information Systems, PACIS 2014",,,
Scopus,Article,"Dillahunt T., Wang Z., Teasley S.D.",Democratizing higher education: Exploring MOOC use among those who cannot afford a formal education,2014,"Massive open online courses (""MOOCs"") provide free access to higher education for anyone with Internet access. MOOCs are considered a means for democratizing education. These courses will hopefully provide an opportunity for individuals to learn from the best educators in the world, as well as help expand their personal networks, and facilitate their career development. However, research thus far shows that the majority of people taking advantage of these courses are already employed, have post-secondary degrees, and have encountered few barriers related to the affordability of higher education. Little is known about MOOC learners with financial constraints and who do not fit the typical profile of MOOC learners. This paper presents the results of the analysis of data from six Coursera courses offered by the University of Michigan from fall 2012 through winter 2013. In this analysis learners who self-identified as being unable to afford to pursue a formal education (the target group) were contrasted to other learners (the comparison group) in terms of demographics, motivations, course enrollment, engagement and performance. Learners in the target group were primarily male and over 25 years old. A statistically significant portion of the target group held less than a 4-year college degree than the comparison group. Target learners were also significantly underrepresented in the enrollment of the courses examined here. Although the comparison group had a significantly higher completion rate overall than the target group, the target group had a statistically significant higher rate of completing courses with certificates of distinction. This article provides a discussion of these results and suggests how MOOCs could be adapted to better address the needs of learners who feel financially unable to pursue a more traditional path to a post-secondary education. © Dillahunt, Wang, Teasley.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908644443&doi=10.19173%2firrodl.v15i5.1841&partnerID=40&md5=36e083dd4ff62327963e9246f2e42b04,International Review of Research in Open and Distance Learning,Athabasca University,,,,
Scopus,Article,"Jobe W., Hansson P.-O.",Putting a MOOC for human rights in the hands of Kenyans: The Haki Zangu case for non-formal learning,2014,"The research goal of this project was to explore the use and effects of non-formal education and incentives in the context of a developing country. The practical aim of this project was to create, implement, and evaluate a platform about human rights that was available to any Kenyan for free in order to increase knowledge and engagement. Therefore, a non-formal massive open online course (MOOC) about human rights was designed and launched. The course was free and open to anyone in Kenya and offered both a digital badge and certificate from Stockholm University in Sweden upon completion. The course was called Haki Zangu (Kiswahili for ""My Rights""), and it explored how using incentives such as a digital badge and certificate of completion affected learning outcomes. This course offered ubiquitous access based on principles of responsive web design and used audio recordings of the entire course content. The course is perpetual and still on-going, but after six months there were 160 participants who had enrolled, and ten participants had completed the course and received certificates and digital badges. The participants showed extensive enthusiasm and engagement for human rights issues, and they expressed desires to learn more and further spread knowledge about human rights. The current findings suggest that the availability of digital badges and certificates increased interest for participation and positively affected learning outcomes. Moreover, the use of a Massive Open Online Course (MOOC) format with incentives proved successful, combined with the contextualization and accessibility of the course content. Furthermore, the technical platform proved adequate for disseminating education for free in a developing country, and allowed for unencumbered access regardless of device. Lastly, a key challenge for future non-formal learning efforts in developing countries is the cost of Internet access.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907870354&partnerID=40&md5=d30424e9f8319b96ee8f2f1d73f00c00,Electronic Journal of Information Systems in Developing Countries,City University of Hong Kong Press,,,,
Scopus,Conference Paper,"Henno J., Jaakkola H., Makela J.",From learning to e-learning to m-learning to c-learning to.?,2014,"Need for Higher Education is growing rapidly-by 2020 two thirds of all jobs will require postsecondary education [1]. The current higher education system cannot satisfy this need in many fields, e.g. Gartner predicts, that already in 2015 only a third of jobs for big data analysts can be filled [2]. The rapid development of Information and Communication Technology (ITC, IT) has changed many aspects of teaching and learning. Educational materials are moving into cloud(s) and degrees are given on-line ('Master's Degree Online Directory' lists over 90,000 programs [3]), old-fashioned Colleges and Universities with large campus, staff and high costs are getting more and more competition from numerous educational entrepreneurs, who start massive open online courses (MOOC) with millions of users/students from all around the world; they establish new on-line universities where costs of obtaining a degree are marginal compared to 'brick-and-mortal' universities and which are open to nearly everyone independent of user geographical location. Until now MOOC have not yet proved their value-less than 4% of enrollees complete the courses [4] and they do not receive (yet) university diploma. But the World most prestigious technical university, MIT, has already set up a certification system - students who can master the subjects taught in MOOC receive an official certificate of completion [5]. Although these certificates will not carry the weight of a traditional MIT diploma (they will be issued by started by MIT online learning initiative called MITx), but the word 'MIT' alone carries a weight. When speaking about possibilities of IT in education most speakers/writers are excitedly discussing technology-servers, communication lines, bandwidth, security (preferably all in thick cloud of technical jargon). Nearly nobody presents practical experience, suggestions and/or theories about how to teach with this new technology in order best to utilize its possibilities. The 'education in the cloud' mainly consists of video clips trying to repeat the classroom experience: recorded before the old-fashioned blackboard (only nowadays it is white), where professor is presenting the same lecture what he presented in lecture hall, only now lectures are cut into 5-10 min video clips - the 'mobile approach'. Is this why the old lecture halls are still needed? Rapidly increasing costs of University Education, increasing competition of educational entrepreneurs and constant increase of population of working students have made clear, that both sides of University education - teaching/learning and accrediting, giving diplomas need changes. University Education should more take into account students informal and non-formal learning, their participation in professional work - both in organization of study and in certification. In the following are considered several aspects of current situation, presented practices which authors use when teaching IT students and examined possible changes in universities teaching and certification methods. © 2014 MIPRO.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906911164&doi=10.1109%2fMIPRO.2014.6859641&partnerID=40&md5=3ddf727c73b5166d3f3894ee51716a33,"2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2014 - Proceedings",IEEE Computer Society,"2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2014",,,
Scopus,Article,"Daries J.P., Reich J., Waldo J., Young E.M., Whittinghill J., Ho A.D., Seaton D.T., Chuang I.",Quality social science research and the privacy of human subjects require trust,2014,"A dataset from 16 massive open online courses (MOOCs) from MITx and HarvardX on the edX platform was released, which necessitate changes to datasets that threaten replication and extension of baseline analyses. The dataset which was released was a person-course dataset, meaning each row represents one course registration for one person. The original dataset contained information about students (username, IP address, country, self-reported level of education, self-reported year of birth, and self-reported gender), the course ID, and information about student activity in the course. Two variables in the original dataset as identifiers and six variables as quasi-identifiers were defined. Course ID was considered a quasi-identifier since students might take unique combinations of courses and because it provides a link between PII posted in forums and the person-course dataset. The differences between the de-identified dataset and the original data range from small changes in the proportion of various demographic categories to large decreases in activity variables and certification rates.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906666712&doi=10.1145%2f2643132&partnerID=40&md5=3325ab414ea95984c3fc18abef902bb3,Communications of the ACM,Association for Computing Machinery,,,,
Scopus,Article,Sadhasivam J.,Educational paradigm shift: Are we ready to adopt MOOC?,2014,"This survey paper encapsulates the findings from an empirical study carried out on online learning. The impact of information technology in our day-to-day life has been profound. Because of this many cross disciplines that have been enriched (or benefited) by information technology, and the educational media is a major one among them. On the context of eLearning, Massive Open Online Courses (MOOC) [20] had contributed a larger portion to deliver an integration of learning, teaching and assessment. MOOC is a Web-based tool for distance-learning environment, designed for the participation of large numbers of geographically dispersed audience [11]. In addition, Google and other companies are involved in the design and funding towards a low-cost eLearning. Niche market provides certification courses via MOOC, to satisfy the employee's specific needs [12]. However, in the present day context the opinion on embracing MOOC by any University has been quite debatable. Addressing this debate on both sides, this paper presents the opinion expressed by the stakeholders in education towards embracing MOOC. The survey is focused on providing a consolidated fact that is based on penetration of eLearning. A survey was carried out to provide a solid analysis of eLearning with the help of IT infrastructure in India. On the analysis of the survey from faculty, students and system administrator it revealed demographic distribution of 39.6 percentages from the overall participant of 792 out of 2000. Based on the findings from the study, the paper also discusses the challenge and broad concerns applicable to eLearning in India.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905902161&doi=10.3991%2fijet.v9i4.3756&partnerID=40&md5=2d2b537232ebdb056f472b5fb1a13dfb,International Journal of Emerging Technologies in Learning,Kassel University Press GmbH,,,,
Scopus,Book,"Sampson D.G., Ifenthaler D., Spector J.M., Isa’as P.",Digital Systems for Open Access to Formal and Informal Learning,2014,"Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations ÒlearnÓ and the way to Òassess learningÓ in 21st Century. These transformations influence: Objectives - moving from acquiring new ÒknowledgeÓ to developing new and relevant ÒcompetencesÓ; Methods Ð moving from ÒclassroomÓ based teaching to Òcontext-awareÓ personalized learning; and AssessmentÐ moving from Òlife-longÓ degrees and certifications to Òon-demandÓ and Òin-contextÓ accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. © 2014, Springer International Publishing Switzerland. All rights reserved.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905369942&doi=10.1007%2f978-3-319-02264-2&partnerID=40&md5=66f968b50b89ef04502e7755224fe0be,Digital Systems for Open Access to Formal and Informal Learning,Springer International Publishing,,,,
Scopus,Article,"Acosta E.S., Escribano Otero J.J., Valderrama F.",Motivation in massive education online development and testing of a system of accreditation badges for MOOC [Motivaci—n en la educaci—n masiva online Desarrollo y experimentaci—n de un sistema de acreditaciones para los MOOC],2014,"The term with that began to know the massive open online courses or MOOC is starting to disintegrate in other hybrid models such as BOOC (Big Open Online Courses), SPOC (Small Private Online Courses) or DOCC (Distributed Collaborative Online Course), due to the media attention they have received in the last two years and has driven countless articles and conferences for its definition. However, both MOOC as in any of these new hybrid models, has a series of motivational components of learning, one of them are the badges or certificates that try to justify the student motivation in learning. The key to success of a badge could be on the prestige gained within the social circle of the student, the sustainability of massive online courses could depend on it. The most prestigious certificates could cover the costs of MOOC courses, while other less prestigious badges serve as a reward to motivate the students. However, it is not clear that these rewards could motivate to the students, this paper try to clarify this approach in the context of the massive online courses.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904130628&partnerID=40&md5=d0aec874c1e48c7ffe382e22a7e69071,Digital Education Review,Research Group Education and Virtual Learning (GREAV),,,,
Scopus,Review,"Hew K.F., Cheung W.S.",Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges,2014,"Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students' work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved - the quality of MOOC education, and the assessment of student work. © 2014.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903174776&doi=10.1016%2fj.edurev.2014.05.001&partnerID=40&md5=71eb6cec1aa67187754729daa7c51171,Educational Research Review,Elsevier Ltd,,,,
Scopus,Conference Paper,"Nesterko S.O., Seaton D., Reich J., McIntyre J., Han Q., Chuang I., Ho A.",Due dates in MOOCs: Does stricter mean better?,2014,"Massive Open Online Courses (MOOCs) employ a variety of components to engage students in learning (eg. videos, forums, quizzes). Some components are graded, which means that they play a key role in a student's final grade and certificate attainment. It is not yet clear how the due date structure of graded components affects student outcomes including academic performance and alternative modes of learning of students. Using data from HarvardX and MITx, Harvard's and MIT's divisions for online learning, we study the structure of due dates on graded components for 10 completed MOOCs. We find that stricter due dates are associated with higher certificate attainment rates but fewer students who join late being able to earn a certificate. Our findings motivate further studies of how the use of graded components and deadlines affects academic and alternative learning of MOOC students, and can help inform the design of online courses.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899690860&doi=10.1145%2f2556325.2567877&partnerID=40&md5=829bff8069c4d655e214226b99b8c5ac,L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale,Association for Computing Machinery,"1st ACM Conference on Learning at Scale, L@S 2014",,,
Scopus,Conference Paper,"Wilkowski J., Deutsch A., Russell D.M.",Student skill and goal achievement in the mapping with google MOOC,2014,"Students who registered for the Mapping with Google massive open online course (MOOC) were asked several questions during the registration process to identify prior experience with eleven skills as well as their goals for registering for the course. Students selected goals from a list; they were periodically reminded of these goals during the MOOC. At the end of the course, we compared students' self reports of goal achievement on a post-course survey with behavioral click-stream analysis. In addition, we assessed how well prior skill in a subject predicts a student's course completion and found no correlation. Our research shows that students who completed course activities were more likely to earn certificates of completion than peers who did not.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899667099&doi=10.1145%2f2556325.2566240&partnerID=40&md5=1c90e267612a5960366aaf8ae1a12b34,L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale,Association for Computing Machinery,"1st ACM Conference on Learning at Scale, L@S 2014",,,
Scopus,Conference Paper,"Guo P.J., Reinecke K.",Demographic differences in how students navigate through MOOCs,2014,"The current generation of Massive Open Online Courses (MOOCs) attract a diverse student audience from all age groups and over 196 countries around the world. Researchers, educators, and the general public have recently become interested in how the learning experience in MOOCs differs from that in traditional courses. A major component of the learning experience is how students navigate through course content. This paper presents an empirical study of how students navigate through MOOCs, and is, to our knowledge, the first to investigate how navigation strategies differ by demographics such as age and country of origin. We performed data analysis on the activities of 140, 546 students in four edX MOOCs and found that certificate earners skip on average 22% of the course content, that they frequently employ non-linear navigation by jumping backward to earlier lecture sequences, and that older students and those from countries with lower student-teacher ratios are more comprehensive and non-linear when navigating through the course. From these findings, we suggest design recommendations such as for MOOC platforms to develop more detailed forms of certification that incentivize students to deeply engage with the content rather than just doing the minimum necessary to earn a passing grade. Finally, to enable other researchers to reproduce and build upon our findings, we have made our data set and analysis scripts publicly available.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899666806&doi=10.1145%2f2556325.2566247&partnerID=40&md5=f01b6c4bb7511c0c591b94c38b22c537,L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale,Association for Computing Machinery,"1st ACM Conference on Learning at Scale, L@S 2014",,,
Scopus,Conference Paper,"Montes R., Gea M., Bravo-Lupi‡–ez D., Molina S., Bergaz R., Ramos A.",Turning out a social community into an e-Learning platform for MOOC: The case of AbiertaUGR,2013,"This paper considers the interest of traditional high educational institution to bounce into the world of Massive Open Online Courses (MOOC). This learning approach is defined over the concept of Open Educational Resources (OER) in a basis of a high number of users that interact with the learning materials (mostly multimedia resources). This approach implies some challenges to the software platform that lies behind the learning experience. In this work we are going to evaluate the Open Source Social Networking Engine, ELGG, and how it has strongly evolved to AbiertaUGR.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892927798&doi=10.1145%2f2536536.2536611&partnerID=40&md5=fefc14454ff373d2e884cb19e9259503,ACM International Conference Proceeding Series,,"1st International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM 2013",,,
Scopus,Conference Paper,"Johnson D.H., Prandoni P., Pinto P.C., Vetterli M.",Teaching signal processing online: A report from the trenches,2013,"After years of experimentation, online teaching has gone through a phase transition with the appearance of massive open online courses (MOOCs), following the model pioneered by Salman Khan with short videos and the use of tablets. Dozens of university-level courses are now available, and followed by hundreds of thousands of online students. We report on early experiences with teaching 'Fundamentals of Electrical Engineering' and 'Digital Signal Processing' on an open online platform (Coursera). We address in particular: (i) suitability of online platforms for signal processing oriented topics; (ii) structuring of material for the online format; (iii) quizzes and exercises for large classes; (iv) grading methods and possible certification issues; (v) learning from teaching, forums, and data mining of students feedback. © 2013 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890546031&doi=10.1109%2fICASSP.2013.6639382&partnerID=40&md5=761befcdd9717861faaf58ac837ab087,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",,"2013 38th IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP 2013",,,
Scopus,Editorial,"Murphy K., Munk P.L.",Continuing medical education: MOOCs (Massive Open Online Courses) and their implications for radiology learning,2013,[No abstract available],https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880909612&doi=10.1016%2fj.carj.2013.06.001&partnerID=40&md5=4a3de2bf018ce5e707e8f433f50ffdf3,Canadian Association of Radiologists Journal,,,,,
Scopus,Conference Paper,"Seaton D.T., Bergner Y., Chuang I., Mitros P., Pritchard D.E.",Towards real-time analytics in MOOCs,2013,"Massive open online courses (MOOCs) collect essentially complete records of all student interactions in a self-contained learning environment, with the benefit of large sample sizes. Building on our data mining of the first course in MITx (now edX) we demonstrate ways to analyze data to illustrate important issues in the course: how to distinguish browsers from certificate-earners, which resources were accessed the most and how much time was allocated by certificate-earners. Each topic is addressed via appropriate displays that, in future courses, can be updated in real time. Furthermore, we stress that analytics can provide useful information to teachers, to resource creators (authors), and to members of organizations trying to improve their MOOCs.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922569116&partnerID=40&md5=b31a63a650f9cedc68fc57e7ab6e7fe1,CEUR Workshop Proceedings,CEUR-WS,"2nd International Workshop on Teaching Analytics, IWTA 2013",,,
Scopus,Conference Paper,"Jimenez-Romero C., Johnson J., Castro R.D.",Machine and social intelligent peer-assessment systems for assessing large student populations in massive open online education,2013,"The European ƒtoile project aims to create high quality free open education in complex systems science, including quality assured certification. Universities and colleges worldwide increasingly use online platforms to offer courses open to the public. Massive Open Online Courses (MOOCs) give millions of people access to education from prestigious universities. Although some courses provide certification of attendance and completion, most do not provide any academic or professional recognition since this would imply a rigorous and complete evaluation of the student's achievements. Since the number of students enrolled may exceed tens of thousands, it is impractical for a lecturer (or group of lecturers) to evaluate all students using conventional hand marking. To be scalable, assessment must be automated. State-of-the-art automated assessment includes multiple choice questions and intelligent marking techniques (involving complex semantic analysis). However, none of these alone can cope with very large student populations of students and guarantee the evaluation quality required for higher education. The goal of this research is to create and evaluate a computer mediated social interaction system for massive online learning communities. This must be scalable and able to assess fairly and accurately student coursework and examinations. We call this approach ""machine and socially intelligent peer assessment"". We describe our system and illustrate its application. It combines peer assessment and reputation systems to provide independent computerised assessment. Assignment of student markers to scripts is based on reputation scores which emerge from their marking behaviour. A simulation experiment shows how reputation-based social structure evolves in our peer marking system. A pilot experiment with ninety 16-year old high school students in Colombia tested the marking accuracy of our system by comparing the statistical differences between teacher-marked 'gold standard' scores, peer assessment using average scores, and our intelligent reputation-based peer assessment. The research question is to what extent does the proposed approach improve peer marking in terms of marking accuracy and fairness? We report the first results of this experiment, summarise the lessons learned, and describe further work.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899526159&partnerID=40&md5=41dd4dd5e661ac0dbc00ed0d6f5dc8a7,"Proceedings of the European Conference on e-Learning, ECEL",Academic Conferences Limited,"12th European Conference on e-Learning, ECEL 2013",,,
Scopus,Article,"Canessa E., Tenze L., Salvatori E.",Attendance to massive open on-line courses: Towards a solution to track on-line recorded lectures viewing,2013,"Massive open on-line courses (MOOC) such as those by edX.org are digital courses where thousands students are dispersed across the Internet. This new variant for distance learning opens many new challenges including the need to verify the real vision of recorded lectures same as we control the physical presence of scholars in a traditional classroom. We review here a precursor study on the effectiveness of the new Pinvox system (i.e., ""Personal Identification Number by Voice""), that aims to ensure ""on-line attendance"" by confirming that a particular student has actually listened to and watched a complete video lecture. The preliminary findings obtained during a trial period by students watching videos from home and enrolled at University of Pisa in Italy, indicate that the use of Pinvox can be one step towards, not only ensuring the integrity of on-line certification, but also to sustain student attention and memory retention. Pinvox is based on the injection of unique, randomly selected and pre-recorded integer numbers within the audio trace of a video stream that ideally would need to be identified by MOOC students.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899028430&partnerID=40&md5=e64e3735128bbfd114ff244c65807a8a,Bulletin of the Technical Committee on Learning Technology,IEEE Computer Society,,,,
Scopus,Conference Paper,"Farrell S., Rucinski A.",A service science context in education driven by disruptive innovation and the Internet of Things,2013,"Global Engineering is the last frontier in education. It creates a dilemma of providing engineering education anywhere in the World, preserving local cultural values, and applying it anywhere around the Globe. A recent Singapore Declaration [ASEE Global Forum, 2009], and consecutive World Engineering Education Forums, [1] paved the roadmap towards Global Engineering calling for practical solutions to implement the vision of a global engineer. In response to these challenges, several 'disruptive innovation' [Christensen, 1995] solutions such as Massive Open Online Courses (MOOC) and Massive Open Online Laboratories (MOOL) have been introduced including the one based on the Internet of Things (IOT) and disruptive microelectronics [2]. Disruptive Microelectronics which includes embedded systems, Application Specific Integrated Circuits (ASIC), Field Programmable Gate Arrays (FPGA), and (Programmable Systems On a Chip (PSOC), is one of excellent case studies of disruptive technologies (or disruptive innovation) which is defined as an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network (over a few years or decades), displacing an earlier technology. The Internet of Things is the next generation of the Internet connecting objects, not just people. Since the ultimate goal is to produce new industries globally, understanding, measuring, evaluating, and preserving the integrity of global engineering becomes fundamental. The latter is proposed to be addressed by Quality Assessment (QA) of emerging global engineering curricula and scholars involved in teaching of global engineering. For example, International Society for Engineering Education (IGIP) is one of the leaders providing international certification of scholars and one of the frontrunners in fostering engineering on line, critical for global engineering. The overall process of global engineering education addressing essential skills for engineers from any country to be competitive in an international market for engineering knowhow, with skills not longer limited to cultural sensitivity needed only for product design destined for diverse markets can be superbly captured by Service Science [Spohrer, 2008]. Service science is an interdisciplinary paradigm to the study, design, and implementation of complex systems in which specific arrangements of people and technologies take actions that provide value for others [3]. It is also a proposed academic discipline and research area that would complement multiplicity of disciplines that contribute to knowledge about service. The interdisciplinary nature of the field calls for a curriculum and competencies to advance the development and contribution of the field of service science using so called the T-Shape curricula as shown in Figure 1. The vertical bar in T represents the depth of knowledge a student is majoring in whereas the horizontal bar corresponds to the multidisciplinary knowledge gained by the student. The proposed IOT based curricula corresponds to the service science platform represented by a modified T-Shape diagram surrounded by the circle representing the IOT universe as depicted in Figure 2. The model solution of Online Engineering is motivated by: (1) the search for Cost Effective and 'Democratic' Online Engineering; (2) the definition of Global Engineering Solution. Furthermore, the approach is based on Disruptive Education, as defined by Christensen, and the underlying technology is derived from the Internet of Things defined as a Web of Objects (Rao, 2010). The Web of Objects (WOO) is a superset of the Internet of Things which enables, as stated above, worldwide interaction among objects without human intervention as well as the Internet, a classic medium facilitating communication among people. The presented Online Engineering platform, called WOO3©, is a triple WOO based model and ecosystem (WOO3©) which includes: (1) IOT based eLearning; (2) IOT based subject matters; and (3) IOT based online engineering. The service science context of the proposed meta level global range curricula development can be concisely depicted in Figure 3. The Internet of Things based curricula (the center of Figure 3) function as an enabler and accelerator for transforming existing curricula represented by the original Vitruvian Man on the left of Figure 3 into a monetary version of the Vitruvian man depicted on a one Euro Italian coin shown on the right side of Figure 3. The latter symbolizes the creation of new services generated by global engineering. The QA component of the proposed curricula is derived from the existing IGIP system for certification already in place. IGIP ING PAED Certification supports institutional and programmatic accreditation by providing an opportunity for engineering educators to obtain the pedagogical expertise that enables them to design modernized courses and curricula, employ sound pedagogic practice in the classroom, and produce students who will possess the skills required to by industrial constituents and to become the global engineers of the 21st Century. Consequently, engineering on line and on line engineering practices are being introduced to provide a technology platform enabling more accessible curricula. The curricula may emphasize engineering topics across multiple engineering disciplines, non-engineering topics such as English, or a mixture of both. It is also important to add that the IGIP ING PAED Certification is relying on local academic heritage as much as possible to preserve both cultural and traditional assets of pedagogical practices. IGIP accredits training centers for 'International Engineering Educators', the teaching matter of which conforms to IGIP's curriculum for engineering pedagogy. The curriculum is proposed and developed by an institution or center according to the needs of regional educational systems and within the framework of the IGIP prototype curriculum. There are currently 42 IGIP-accredited ING PAED training centers in Europe, Asia and Brazil. The regional workshops may be particularly relevant in the following regions: Central Asia - A regional online certification program would support the current international accreditation effort through the QUEECA (Quality Assurance in Engineering Education in Central Asia) project, Building on an existing IGIP ING.PAED certification program in Kazakhstan, a regional program could support certification in Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan. Seminars and workshops could be offered in conjunction with the Kazakhstan-Indo-US Collaboration for Engineering Education (KIUCEE). India - The Indo-US Collaboration for Engineering Education (IUCEE) is aiming to build a solid base for engineering education and research by strengthening the four pillars of education: learner-centric teaching; research excellence; outcomes based quality supported by accreditation; and innovation and entrepreneurship. [4] Latin America - The Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) has designed a program for faculty development based on the International Society for Engineering Education (IGIP) curriculum. [5] The IGIP curriculum is a modular system which consists of core modules (8 Credit Points), and theory modules (4 CP) and practice modules (8 CP). We are proposing a comprehensive curriculum in engineering on line which emphasizes: (1) English (2) Internet of Things; © 2013 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898627310&doi=10.1109%2fICL.2013.6644604&partnerID=40&md5=b520b5a429d388821b90036d1420f3a9,"2013 International Conference on Interactive Collaborative Learning, ICL 2013",IEEE Computer Society,"2013 16th International Conference on Interactive Collaborative Learning, ICL 2013",,,
Scopus,Conference Paper,"Abedi M., Beikverdi A.",Rise of massive open online courses,2012,"With the emergence of online education, there comes a need for a dedicated method to efficiently introduce the available content to learners. Massive Open Online Courses (MOOCs) attempt to achieve this feat by taking the class experience, as it is, online. These special types of learning courses have boomed vastly in the past year, triggered by an Artificial Intelligence course offering of Stanford fellows Sebastian Thrun and Peter Norvig. MOOC is different in the aspect that they generally have deadlines and provide certificates of accomplishments. Homework assignment deadlines are mostly weekly on the topics taught in a given week. In this paper, the major MOOC organizations are introduced and their track is discussed. © 2012 IEEE.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899049607&doi=10.1109%2fICEED.2012.6779278&partnerID=40&md5=a5b31381dce0bcceab54a90ca136a7b9,ICEED 2012 - 2012 4th International Congress on Engineering Education - Improving Engineering Education: Towards Sustainable Development,IEEE Computer Society,"2012 4th International Congress on Engineering Education - Improving Engineering Education: Towards Sustainable Development, ICEED 2012",,,
Scopus,Conference Paper,Nerantzi C.,Freeing education within and beyond academic development,2011,"What can Academic Development (AD) and other professional areas and disciplines learn from free-range farming? Open Educational Resources (OER) and Open Educational Practice (OEP) are mushrooming and Massive Open Online Courses (MOOC) are here already. The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem-Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collaborate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants' experiences in this open Academic Development activity were captured through individual remote interviews, a series of questionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens meaningful collaborative learning within Academic Development in multi-disciplinary and multi-institutional groups -something participants in this study commented extremely positively about. This provides evidence that freeing AD is the way forward to share available resources, and establish more organic and healthy learning communities beyond the module, programme and institutional level. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the environment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning.",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84913541279&partnerID=40&md5=a7a217097cb7ea04c9faa5f6cb7914b4,Proceedings of the European Conference on Games-based Learning,Dechema e.V.,"10th European Conference on e-Learning, ECEL 2011",,,
WebOfScience,Proceedings Paper,"Li, XC; Chang, KM; Yuan, YR; Hauptmann, A",Massive Open Online Proctor: Protecting the Credibility of MOOCs Certificates,2015,"Massive Open Online Courses (MOOCs) enable everyone to receive high-quality education. However, current MOOC creators cannot provide an effective, economical, and scalable method to detect cheating on tests, which would be required for any certification. In this paper, we propose a Massive Open Online Proctoring (MOOP) framework, which combines both automatic and collaborative approaches to detect cheating behaviors in online tests. The MOOP framework consists of three major components: Automatic Cheating Detector (ACD), Peer Cheating Detector (PCD), and Final Review Committee (FRC). ACD uses webcam video or other sensors to monitor students and automatically flag suspected cheating behavior. Ambiguous cases are then sent to the PCD, where students peer-review flagged webcam video to confirm suspicious cheating behaviors. Finally, the list of suspicious cheating behaviors is sent to the FRC to make the final punishing decision. Our experiment show that ACD and PCD can detect usage of a cheat sheet with good accuracy and can reduce the overall human resources required to monitor MOOCs for cheating.",,PROCEEDINGS OF THE 2015 ACM INTERNATIONAL CONFERENCE ON COMPUTER-SUPPORTED COOPERATIVE WORK AND SOCIAL COMPUTING (CSCW'15),ACM International Conference on Computer-Supported Cooperative Work and Social Computing (CSCW),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Laso, JA; Peco, PP; Lujan-Mora, S",USING OPEN BADGES AS CERTIFICATION IN A MOOC,2013,"MOOCs (Massive Open Online Courses) are online courses with the option of free and open registration that are usually followed by thousands of students from all over the world at the same time. MOOCs need new kinds of certification and accreditation. On the other hand, Mozilla Open Badges provides a method to create verifiable certifications of knowledge, skills, and achievements, no matter where they are learned or obtained. Nowadays, people learn things online and out of school all the time. Mozilla Open Badges helps to solve the problem of certification in the digital society, making it easy for any organization to issue and manage digital badges, and to any student to display them across the Web. Moreover, badges can be used to gamify education. In this paper, based on our experience in the creation of some MOOCs, we show how Mozilla Open Badges can be integrated with a MOOC to show progress and learning achievements.",,"6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013)","6th International Conference on Education, Research and Innovation (ICERI)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Xiong, Y; Suen, HK","Assessment approaches in massive open online courses: Possibilities, challenges and future directions",2018,"The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.",,INTERNATIONAL REVIEW OF EDUCATION,,SPRINGERNATURE,,,
WebOfScience,Proceedings Paper,"Cobos, R; Jurado, F",An Exploratory Analysis on MOOCs Retention and Certification in Two Courses of Different Knowledge Areas,2018,"The massive quantity of learners generating information related to Massive Open Online Courses (MOOCs) make researchers analyze large datasets about the learners' profile, interaction, satisfaction, etc. and these datasets can come from multiple data sources related to the same or different courses. This paper details the conducted exploratory analysis performed with data from two different MOOCs of different knowledge areas to check the factors that influence the learners' retention and certification. The preliminary results we obtained allow us to provide some conclusions with the aim to keep researching in order to generalize our achievements.",,PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION,IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education,IEEE,,,
WebOfScience,Article,"Danka, I",Motivation by gamification: Adapting motivational tools of massively multiplayer online role-playing games (MMORPGs) for peer-to-peer assessment in connectivist massive open online courses (cMOOCs),2020,"In the first decade of the 21st century, distance learning (usually subject to course fees and resulting in formal certification) was complemented by free-of-charge open learning courses with unlimited numbers of participants and no final certificate. Termed massive open online courses (MOOCs), these soon fell into different categories, depending on their concept. Among them are connectivist massive open online courses (cMOOCs) which emphasise a collaborative approach to learning. However, while initial enrolment is indeed massive, completion rates are very low and cMOOCs notoriously lack an appropriate method of evaluating learning progress and motivational resources. The author of this article suggests that one way of addressing this problem might be to adapt motivational formative assessment tools used in massively multiplayer online role-playing games (MMORPGs) to cMOOCs. He argues that some characteristics of MMORPGs can be effectively incorporated in cMOOCs, thus benefiting from the motivational potential of MMORPGs. He cautions, however, that even if MMORPGs (and ongoing, low-stakes formative assessment in general) are motivational, they can only be applied to cMOOCs if the idea of formative assessment is not in tension with connectivist principles. Hence, the author argues for their compatibility, and builds on peer-to-peer assessment as a solution for resource allocation problems with low instructor-learner ratio.",,INTERNATIONAL REVIEW OF EDUCATION,,SPRINGERNATURE,,,
WebOfScience,Proceedings Paper,"Johnson, DH; Prandoni, P; Pinto, PC; Vetterli, M",TEACHING SIGNAL PROCESSING ONLINE: A REPORT FROM THE TRENCHES,2013,"After years of experimentation, online teaching has gone through a phase transition with the appearance of massive open online courses (MOOCs), following the model pioneered by Salman Khan with short videos and the use of tablets. Dozens of university-level courses are now available, and followed by hundreds of thousands of online students. We report on early experiences with teaching Fundamentals of Electrical Engineering and Digital Signal Processing on an open online platform (Coursera). We address in particular: (i) suitability of online platforms for signal processing oriented topics; (ii) structuring of material for the online format; (iii) quizzes and exercises for large classes; (iv) grading methods and possible certification issues; (v) learning from teaching, forums, and data mining of students feedback.",,"2013 IEEE INTERNATIONAL CONFERENCE ON ACOUSTICS, SPEECH AND SIGNAL PROCESSING (ICASSP)","IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP)",IEEE,,,
WebOfScience,Proceedings Paper,"Shen, JH; Ye, ML; Wang, YG; Zhao, YY","Massive Open Online Course (MOOC) in China: Status quo, Opportunities, and Challenges",2016,"The population of open education resource and online self-studying mode have been brought great and profound changes to traditional higher education system. The introduction of Massive Open Online Course (MOOC) not only presents a convenient ways to involved in top university education courses, but also proposes an alternative method to obtain university experience and credit certification. This paper gives a brief but comprehensive review of MOOC application in China including its status quo, opportunities and challenges.",,PROCEEDINGS OF 2016 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON2016),IEEE Global Engineering Education Conference (EDUCON),IEEE,,,
WebOfScience,Proceedings Paper,"Metwally, AHS; Wang, YN",Proposed Model for Using Open Educational Resources in Massive Open Online Courses (MOOCs),2017,"One of the most important events of the last few years was the propagation of Massive Open Online Courses (MOOCs). Indeed, MOOCs have managed to help huge numbers of online users, especially in higher education sector, to attend free courses and get certificates. Open Educational Resources (OERs) can be used in different ways in the learning practices because the concept of openness and reusability of these resources encourages many stakeholders to use these resources in online and massive courses. The main challenge faced by many experiments in using OERs in MOOCs is how to enhance interaction between students and educational content. Thus, there is an urgent need to address this challenge by building and maintaining links between these kinds of courses and the provided OERs by other universities. The specific objective of this paper was to propose a model for using OERs through the current MOOCs. Data for this study were collected by reviewing previous related work and models to present this model in three main Phases: Pre-using OERs, Using OERs, and sustaining of OERs. Every Phase includes attributes and components. This proposed model can be implemented when designers and developers of MOOCs intend to invest different open educational resources in engaging participants and exchange best learning practices.",,"ELML 2017: THE NINTH INTERNATIONAL CONFERENCE ON MOBILE, HYBRID, AND ON-LINE LEARNING","9th International Conference on Mobile, Hybrid, and On-line Learning (eLmL)",IARIA XPS PRESS,,,
WebOfScience,Proceedings Paper,"Mihaescu, V; Vasiu, R",WRAPPING MOOCS - ANALYSIS FROM A TECHNOLOGICAL PERSPECTIVE,2014,"Started in 2002 as an open course policy (named OCW Open Course Ware) and then developed in a global concept, MOOC is one of the most recent concepts in online education. A MOOC (Massive Open Online Course) is an online course with no limit to its number of participants and open access provided you have internet access. While a MOOC might accommodate enrollment in the thousands, some of these courses enroll far fewer the massive part of the name speaks more to the potential to include vast numbers of students than to the actual size of the class. In the last two years millions of users registered in MOOC platforms and thousands gained certificates or badges. Several top universities started or joined a MOOC in an open or more closed mode (MOOCx). However, there are many who are questioning the future of MOOCs, as possibly being overhyped, the argument being that companies prefer to hire people with traditional educational background in favor to the ones who did their education mostly online. In this paper the authors analyze the MOOCs specifics, based on their evolution, the educational market needs, student body requirements, existent curricula and faculty staff opinions. The history of MOOCs is presented, with focus on the education methodologies, the technical components and the impact on today's information society. The most known platforms, Coursera, Udacity and edX, are analyzed based on authors' experiences and on existing literature. The analyze focus on the used technologies, the multimedia tools implemented, and how the entire learning environment is structured. The paper tries to argue the success and failures of existing MOOCs from a technological perspective.",,"LET'S BUILD THE FUTURE THROUGH LEARNING INNOVATION!, VOL. 1",10th International Scientific Conference on eLearning and Software for Education,CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE,,,
WebOfScience,Article,"Rossano, V; Pesare, E; Roselli, T",ARE COMPUTER ADAPTIVE TESTS SUITABLE FOR ASSESSMENT IN MOOCS?,2017,"Assessment is one of the basic issues in both formal and informal educational contexts. Current online courses are massive and online, thus it is important to find new strategies to improve the effectiveness of evaluation. In MOOCs (Massive Open Online Courses), indeed, there is also the certification of knowledge and skills acquisition that requires more formal and trustworthy methods. Researchers should work to combine pedagogical and technological solutions to guarantee the effectiveness of learning measures. In this context, the Computer Adaptive Testing (CAT) could be useful to better measure the knowledge acquisition using a quiz, as usually happens in MOOCs. These are the premises of this research work that, to understand if CAT could be suitable for assessment in MOOCs, proposes a first algorithm to measure the acquired knowledge using a quiz-game. The pilot study attests the users' appreciation.",,JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY,,SOC ITALIANA E-LEARNING,,,
WebOfScience,Proceedings Paper,"Liu, C",Perspective of Construction of the Lifelong education - Discussion on the Development of the MOOC,2015,"MOOC boom spawned on-line domestic colleges and universities curriculum online, massive open online course make a lot of people get top education opportunities at home and abroad. Along with learning to participate in the MOOC courses in the rapid expansion of the number, this model set the distance education, open education and the whole education industry on fire. The emergence of MOOC China's education system reform, play an important role in promoting the development process of higher education popularization, but online learning how to get recognition, access to credit, get the certificate is still not solve the problem. This paper will discuss the development of MOOC courses currently in our country in the perspective of construction lifelong education.",,PROCEEDINGS OF THE 2015 INTERNATIONAL CONFERENCE ON EDUCATION REFORM AND MODERN MANAGEMENT (ERMM 2015),2nd International Conference on Education Reform and Modern Management (ERMM),ATLANTIS PRESS,,,
WebOfScience,Article,"Matsunaga, Y",Digital Learning Platform Fisdom,2018,"Recently, services that offer university-level lectures free of charge or for a small fee via the Internet have been attracting attention. In 2012, massive open online courses (MOOCs) started in the U.S., and over 500 schools mainly from the West are now offering courses, which over 30 million people are now taking. In Japan, with the aim of making MOOCs popular, courses certified with the Japan Massive Open Online Education Promotion Council (JMOOC) began in April 2014, and the courses are offered by 45 universities and taken by over 500,000 people. Fujitsu has established Fisdom, a digital learning platform that provides MOOCs and small private online courses (SPOCs) to diversify and sophisticate education using flipped learning. Fisdom is equipped with functions including discussion boards, where students ask and answer each other's questions to solve problems, and peer evaluations of reports, in which reports submitted by students are evaluated by other students. These functions lead to retention of learning by providing students with opportunities for mutual teaching and learning and helping students give each other advice. In addition, students' lifelong learning can be recorded, which raises expectations for the utilization of their learned knowledge in numerous life events. This paper describes the features and application examples of Fisdom.",,FUJITSU SCIENTIFIC & TECHNICAL JOURNAL,,FUJITSU LTD,,,
WebOfScience,Article,"Wan, HT; Hsu, KY","An Innovative approach for Pharmacists' Continue Education: Massive Open Online Courses, A Lesson Learnt",2016,"Objective: To develop a massive open online course (MOOC) for pharmacists as an innovative continue education. Design: A MOOC titled Special Topics in Clinical Pharmacy for pharmacists as a professional continue education program was developed and evaluated. It was implemented with case-based lecture videos and interactive quizzes. Content was delivered in weekly base. A Pre-course survey, a post-course survey, and a learner-driven final assessment were conducted accordingly. Results: The primary outcomes of the MOOCs in effectively engaging learners and motivating targeted learners from massive online learner were assessed. The satisfactory of MOOCs production from learners was evaluated as well. There were 407 participants signed in for this MOOC. 95% of certificate earners were pharmacists. 88% were willing to take the next professional MOOC. MOOCs might be an innovative, effective and efficient approach to deliver professional continue education. The study also shows that more efforts on implementing online communities should be made to engage more learners.",,INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH,,ASSOC PHARMACEUTICAL TEACHERS INDIA,,,
WebOfScience,Article; Early Access,"Jia, YC; Xiao, K; Ren, LS; Huo, LM",Research on practice teaching mode for undergraduate in the age of emerging engineering education,,"Engineering course is an important branch of university education. With the development of society and the integration of disciplines, some changes have taken place in the connotation of engineering, that is emerging engineering. The educational concept of emerging engineering and the internationally recognized educational certification of Engineering specialty both require higher practical ability. This paper analyses the graduation requirements of engineering education certification. Hierarchical teaching method is put forward and its effect is analyzed. It describes the concrete methods of expanding experiments by using the platform of massive open online courses, and verifies the validity of massive open online courses + simulation. It expounds the extracurricular practice scheme of Maker Space + Competition and demonstrates its superiority.",,INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION,,SAGE PUBLICATIONS LTD,,,
WebOfScience,Proceedings Paper,"Xu, B; Zhang, YZ",Research and application based on MOOC courses certification platform,2015,"With the rapid development and application of Massive Open Online Courses (MOOC), new opportunities and challenges have been brought to the higher education. The MOOC platform has gradually released the course certificates to the course learners. In the paper, starting from the business and technical demand of the MOOC certification platform, the construction of the MOOC certification platform framework has been presented. By researches, the main function of MOOC certification system has been designed. The realization of the platform has extremely important application value and practical significance, which lays the foundation for the further researches and practices of MOOC.",,PROCEEDINGS OF THE 2015 INFORMATION TECHNOLOGY AND MECHATRONICS ENGINEERING CONFERENCE,Information Technology and Mechatronics Engineering Conference (ITOEC),ATLANTIS PRESS,,,
WebOfScience,Proceedings Paper,"Abedi, M; AlirezaBeikverdi",Rise of Massive Open Online Courses,2012,"with the emergence of online education, there comes a need for a dedicated method to efficiently introduce the available content to learners. Massive Open Online Courses (MOOCs) attempt to achieve this feat by taking the class experience, as it is, online. These special types of learning courses have boomed vastly in the past year, triggered by an Artificial Intelligence course offering of Stanford fellows Sebastian Thrun and Peter Norvig. MOOC is different in the aspect that they generally have deadlines and provide certificates of accomplishments. Homework assignment deadlines are mostly weekly on the topics taught in a given week. In this paper, the major MOOC organizations are introduced and their track is discussed.",,2012 4TH INTERNATIONAL CONGRESS ON ENGINEERING EDUCATION (ICEED 2012): IMPROVING ENGINEERING EDUCATION: TOWARDS SUSTAINABLE DEVELOPMENT,4th International Congress on Engineering Education (ICEED) - Improving Engineering Education - Towards Sustainable Development,IEEE,,,
WebOfScience,Proceedings Paper,"Ruiperez-Valiente, JA; Cobos, R; Munoz-Merino, PJ; Andujar, A; Kloos, CD",Early Prediction and Variable Importance of Certificate Accomplishment in a MOOC,2017,"The emergence of MOOCs (Massive Open Online Courses) makes available big amounts of data about students' interaction with online educational platforms. This allows for the possibility of making predictions about future learning outcomes of students based on these interactions. The prediction of certificate accomplishment can enable the early detection of students at risk, in order to perform interventions before it is too late. This study applies different machine learning techniques to predict which students are going to get a certificate during different timeframes. The purpose is to be able to analyze how the quality metrics change when the models have more data available. From the four machine learning techniques applied finally we choose a boosted trees model which provides stability in the prediction over the weeks with good quality metrics. We determine the variables that are most important for the prediction and how they change during the weeks of the course.",,DIGITAL EDUCATION: OUT TO THE WORLD AND BACK TO THE CAMPUS,5th European MOOCs Stakeholders Summit (EMOOCs),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Nerantzi, C",Freeing Education Within and Beyond Academic Development,2011,"What can Academic Development (AD) and other professional areas and disciplines learn from free-range farming? Open Educational Resources (OER) and Open Educational Practice (OEP) are mushrooming and Massive Open Online Courses (MOOC) are here already. The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem-Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collaborate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants' experiences in this open Academic Development activity were captured through individual remote interviews, a series of questionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens meaningful collaborative learning within Academic Development in multi-disciplinary and multi-institutional groups - something participants in this study commented extremely positively about. This provides evidence that freeing AD is the way forward to share available resources, and establish more organic and healthy learning communities beyond the module, programme and institutional level. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the environment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning.",,"PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2",10th European Conference on e-Learning (ECEL),ACAD  CONFERENCES LTD,,,
WebOfScience,Proceedings Paper,"Cobos, R; Olmos, L",A Learning Analytics Tool for Predictive Modeling of Dropout and Certificate Acquisition on MOOCs for Professional Learning,2018,"Massive Open Online Courses (MOOCs) appeared as a proper way to provide lifelong learning for potential learners of both professional and academic settings. Industry leaders can benefit from these courses because they foster the professional development of their employees in their industry. Despite these benefits, these online courses continue to register a high dropout rate and a vast number of their learners do not acquire the certificate provided at the completion of the course. This article proposes a predictive modeling tool with several Machine Learning algorithms (for generating Predictive Models) and feature engineering in MOOCs data integrated to contribute research to this specific issue. The proposed tool predicts two situations: which learners are likely to leave the course (dropout) and which learners are expected to pass the course (certificate acquisition). The tool was tested in fifteen deliveries of seven MOOCs. Initial results provide interesting information, for instance, that the accuracy of predicting certificate acquisition is higher than the precision of predicting dropout for all algorithms.",,2018 IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT (IEEE IEEM),IEEE International Conference on Industrial Engineering and Engineering Management (IEEE IEEM),IEEE,,,
WebOfScience,Article,"Brunton, J; Brown, M; Costello, E; Farrell, O",Pre-induction supports for flexible learners: The Head Start Online MOOC pilot,2019,"This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners.",,STUDENT SUCCESS,,QUEENSLAND UNIV TECHNOLOGY,,,
WebOfScience,Proceedings Paper,"Au, CH; Lam, KCS; Fung, WSL; Xu, X",Using Animation to Develop a MOOC on Information Security,2016,"This is a set of research exploring using animation in the Massive Open Online Course (MOOC) / Small Private Online Course (SPOC) for learning information security. We established an Information Security SPOC course, with animations made of GoAnimate for learning. The course content was largely based on the standard of the Certified Information Systems Auditor (CISA) from Information Systems Audit and Control Association (ISACA). After completing the course, the students were asked to complete a questionnaire related to their learning experience, with questions to measure the satisfaction of the course and the animation, and their further comments. 128 students provided their feedback. We analyzed the relationship between the satisfaction of the course content, animation clips and intention of using MOOC / SPOC in the future. We also generate a concept map by text-mining from the feedback of the open-ended question.",,2016 IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT (IEEM),IEEE International Conference on Industrial Engineering and Engineering Management (IEEM),IEEE,,,
WebOfScience,Article,"Paterson, J; Hughes, K; Steer, L; Das Gupta, M; Boyd, S; Bell, C; Rhind, S",Massive open online courses (MOOCs) as a window into the veterinary profession,2017,"Massive open online courses (MOOCs) are freely available online courses open to anyone who registers and typically are associated with thousands or hundreds of thousands of participants. Using an established online platform, the authors created and delivered a five-week MOOC aimed primarily at prospective veterinary students, but open to anyone with an interest in finding out more about the veterinary profession in general. 11,911 people signed up for the course, and of these, 8137 interacted in some way with the course and 1716 received a certificate of completion. The majority of participants (84 per cent) were female, and there was a wide age range (under 18 to over 65). Most participants were from North America or the UK. 65 per cent of those completing the entry survey were hoping or intending to work in the vet profession in the future, while 33 per cent were not. Qualitative data indicated that the course was helpful in aiding those undecided as to whether they wanted to be a veterinarian or not to decide one way or another whether they want to pursue veterinary medicine as a career. Furthermore, the course was seen as being a useful introduction to the veterinary profession even for those who had no intention of working in the field.",,VETERINARY RECORD,,BMJ PUBLISHING GROUP,,,
WebOfScience,Proceedings Paper,"Poyiadgi, M",MAKING MOOCs (IN) CREDIBLE - HOW ACCREDITATION IS KEY TO MOOC SUCCESS ACROSS EUROPE,2014,"Whether Massive Open Online Courses replace, reinforce or undermine the traditional university model, the real test of their success will be whether the sophisticated and high-tech learning content can be transformed into credible accreditations for employers. Drawing upon similarities with the birth of IT certification which combined rigorous assessment with exam and candidate security, and candidate flexibility, this piece will look at ways of establishing MOOC credibility to build mainstream adoption by candidates and employers.",,EDULEARN14: 6TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,6th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Jobe, W","No University Credit, No Problem? Exploring Recognition of Non-Formal Learning",2014,"Massive Open Online Courses (MOOCs) are disrupting traditional, higher education and redefining how learning takes place online. These open courses typically offer some form of recognition, such as a certificate of completion and/or digital badge, to recognize, validate, and in some cases even accredit learning. A general problem with MOOCs is the uncertainty regarding the use and goals of recognition, validation, and accreditation (RVA), and participants' acceptance and perception of such techniques. This research effort addresses this problem by exploring course participants' attitudes and levels of acceptance of non-formal learning recognition compared to traditional university credit in both developed and developing countries. The actual study uses both certificates of completion and digital badges to recognize and validate learning in an introductory, university level course in web programming using HTML5/CSS. The course is available to anyone, but was specifically marketed to participants from Sweden and Kenya. Empirical data was gathered using interviews and online surveys in the course. The preliminary results are that participants from developing countries value digital recognition to a greater extent than their counterparts in Europe. However, both Swedes and Kenyans see open courses with digital recognition as a complement to traditional learning to individually construct an education.",,2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE),IEEE Frontiers in Education Conference (FIE),IEEE,,,
WebOfScience,Article,"Gyshchina, OM; Mikheeva, OP",MASSIVE OPEN ONLINE COURSES FOR PEDAGOGICAL STAFF TRAINING,2017,"Introduction. At the present time much attention of the society is fixed more and more to the problem of qualification improvement of pedagogical staff on account of total informatization of society, cardinal technological changes, becoming stronger interrelation of education, science and production, and active introduction in practice of professional standards. The existing system of professional development of pedagogical staff stands in need of reorganization and modernization. The search of the formats corresponding to modern realities, models and technologies of continuous training and retraining of education experts is becoming urgent today. The aim of the article is to show the possibilities of innovative forms of distance learning, realized in the form of a massive open online course (MOOC), for the training and continuous training of pedagogical staff. Methodology and research methods. The methods involve system-based analysis, synthesis, and generalization. Results and scientific novelty. The concept mass open online course (MOOC) is clarified. MOOC is considered as a form of electronic distance training carried out on the basis of educational multimedia content, and wherein a large number of participants are involved online. The advantages of MOOC in the organization of hybrid forms of distance learning are shown: these online courses enable to combine planned online interactions of students with lecturers and tutors; mass discussions on topical professional subjects; offline study of records of training materials, and independent participants' online coursework. The model of professional development of pedagogical staff on the basis of MOOC and realization of the principles of open education is presented: open platform, open schedule, open training, and open certification. The main approaches to the formation of new educational environment based on MOOC are designated as an innovative platform of preparation and professional development of pedagogical staff. The experience of Togliatti State University of MOOC approbation is briefly summarized. Practical significance. The authors consider MOOC as a future-oriented form of e-learning in network professional communities. The proposed innovative model of professional development of pedagogical staff allows to quickly realize the progressive pedagogical ideas, and to apply the tutorials created on the basis of modern information and communication tools. This model can be used by managers of inter-industry institutes of professional development and professional retraining of personnel.",,OBRAZOVANIE I NAUKA-EDUCATION AND SCIENCE,,RUSSIAN STATE VOCATIONAL PEDAGOGICAL UNIV,,,
WebOfScience,Proceedings Paper,"Cooper, M; Zhao, J; Bhatt, C; Shamma, DA",MOOCex: Exploring Educational Video via Recommendation,2018,"Massive Open Online Course (MOOC) platforms have scaled online education to unprecedented enrollments, but remain limited by their predetermined curricula. Increasingly, professionals consume this content to augment or update specific skills rather than complete degree or certification programs. To better address the needs of this emergent user population, we describe a visual recommender system called MOOCex. The system recommends lecture videos across multiple courses and content platforms to provide a choice of perspectives on topics of interest. The recommendation engine considers both video content and sequential inter-topic relationships mined from course syllabi. Furthermore, it allows for interactive visual exploration of the semantic space of recommendations within a learner's current context.",,ICMR '18: PROCEEDINGS OF THE 2018 ACM INTERNATIONAL CONFERENCE ON MULTIMEDIA RETRIEVAL,8th ACM International Conference on Multimedia Retrieval (ACM ICMR),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Jimenez-Romero, C; Johnson, J; De Castro, R",Machine and Social Intelligent Peer-Assessment Systems for Assessing Large Student Populations in Massive Open Online Education,2013,"The European Etoile project aims to create high quality free open education in complex systems science, including quality assured certification. Universities and colleges worldwide increasingly use online platforms to offer courses open to the public. Massive Open Online Courses (MOOCs) give millions of people access to education from prestigious universities. Although some courses provide certification of attendance and completion, most do not provide any academic or professional recognition since this would imply a rigorous and complete evaluation of the student's achievements. Since the number of students enrolled may exceed tens of thousands, it is impractical for a lecturer (or group of lecturers) to evaluate all students using conventional hand marking. To be scalable, assessment must be automated. State-of-the-art automated assessment includes multiple choice questions and intelligent marking techniques (involving complex semantic analysis). However, none of these alone can cope with very large student populations of students and guarantee the evaluation quality required for higher education. The goal of this research is to create and evaluate a computer mediated social interaction system for massive online learning communities. This must be scalable and able to assess fairly and accurately student coursework and examinations. We call this approach machine and socially intelligent peer assessment. We describe our system and illustrate its application. It combines peer assessment and reputation systems to provide independent computerised assessment. Assignment of student markers to scripts is based on reputation scores which emerge from their marking behaviour. A simulation experiment shows how reputation-based social structure evolves in our peer marking system. A pilot experiment with ninety 16-year old high school students in Colombia tested the marking accuracy of our system by comparing the statistical differences between teacher-marked 'gold standard' scores, peer assessment using average scores, and our intelligent reputation-based peer assessment. The research question is to what extent does the proposed approach improve peer marking in terms of marking accuracy and fairness? We report the first results of this experiment, summarise the lessons learned, and describe further work.",,PROCEEDINGS OF THE 12TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2013),12th European Conference e-Learning (ECEL),ACAD  CONFERENCES LTD,,,
WebOfScience,Article,"Mabuan, RA",CONFESSIONS OF A MOOCER: AN AUTOETHNOGRAPHIC INQUIRY ON ONLINE DISTANCE EDUCATION,2018,"Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe. With MOOCs' ubiquity, openness, and accessibility, they have become a new platform for teacher professional development. Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.orci) as the MOOC platform. Acting as reflective practitioners and as teachers-as-researchers, we unpacked how we traversed the massive information superhighway in our quest for teacher professional development, what it was like to be an online learner, how we saw our role, why we believe what we believe about MOOCs' potential, and how we think all of these affect our decisions and practices in our classrooms and contexts. Data from our individual journals, individual reflections, and peer discussion revealed how MOOCs' features such as 'openness' and 'flexibility' as afforded by ubiquitous technology, sound course design, and strong learning community support have influenced us personally, socially, and professionally, making it a practical platform for teacher professional advancement particularly in developing countries such as the Philippines. Andragogical and pedagogical implications are provided in the light of our MOOC experience.",,TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION,,ANADOLU UNIV,,,
WebOfScience,Proceedings Paper,"Halkude, S; Awasekar, D; Nirgude, M; Mistry, R",Coordinated Faculty Professional Development Activity: Key for High Retention in MOOCs,2016,"Massive Open Online Courses (MOOCs) are a rapidly growing form of educational technology and have the potential to deliver world class education. The potential benefits are particularly of paramount importance in developing countries such as India due to paucity of good faculty with regards to scaling up of professional education. India has now officially jumped into the open online courses bandwagon with the government announcing many initiatives with an objective of providing affordable and quality education to all desirous. IITBombayX is one such online platform which offers interactive online classes and MOOCs for faculty professional development. This paper reports findings from MOOC on ET601Tx that were instrumental in 98.6% course completion rate conducted at our institute against a general 24% for this course at all over India. Out of the 146 registered, 144 went on to complete the entire course and received honor code certificates. The post MOOC survey of 133 participants revealed that 'Institutional Leadership' in the form of Coordinated Faculty Professional Development Activity (CFPDA) was a major contributing factor in making the faculty persists throughout the course and completing it successfully. The CFPDA at the institution, in the form of review meetings facilitation by education technology mentors, department coordinators has led to 98.6 % persistence and higher scores obtained by the faculty participants.",,24TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2016): THINK GLOBAL ACT LOCAL,24th International Conference on Computers in Education (ICCE) - Think Global Act Local,ASIA PACIFIC SOC COMPUTERS IN EDUCATION,,,
WebOfScience,Proceedings Paper,"Luo, Y; Li, JP; Xie, Z; Zhou, GC",Research on the Application of MOOC in University,2017,"MOOC (Massive Open Online Courses) is a large-scale online course platform. The global learners are able to learn college courses in it. At the same time, the universities are trying to apply it to make a great significance for the level of university education. This paper researches on the application of MOOC in university. Many problems have been found meanwhile the exploration and development of MOOC. It proposed some suggestions about how to correctly apply MOOC in university. We should be cautious about the course credits and MOOC certificates. The more resources of MOOC should be taken into the classroom. Teachers of college should be encouraged to learn in MOOC. If MOOC is in a proper education system, it will enrich teaching content, and develop a broader learning space for students.",,"PROCEEDINGS OF THE 2017 INTERNATIONAL CONFERENCE ON EDUCATION, ECONOMICS AND MANAGEMENT RESEARCH (ICEEMR 2017)","International Conference on Education, Economics and Management Research (ICEEMR)",ATLANTIS PRESS,,,
WebOfScience,Proceedings Paper,"Rohloff, T; Meinel, C",Towards Personalized Learning Objectives in MOOCs,2018,"Instead of measuring success in Massive Open Online Courses (MOOCs) based on certification and completion-rates, researchers started to define success with alternative metrics recently, for example by evaluating the intention-behavior gap and goal achievement. Especially self-regulated and goal-oriented learning have been identified as critical skills to be successful in online learning environments with low guidance like MOOCs, but technical support is rare. Therefore, this paper examines the current technical capabilities and limitations of goal-oriented learning in MOOCs. An observational study to explore how well learners in five MOOCs achieved their initial learning objectives was conducted, and the results are compared with similar studies. Afterwards, a concept with a focus on technical feasibility and automation outlines how personalized learning objectives can be supported and implemented on a MOOC platform.",,"LIFELONG TECHNOLOGY-ENHANCED LEARNING, EC-TEL 2018",13th European Conference on Technology Enhanced Learning (EC-TEL),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Liu, C; Hu, Y",Research On Intelligent Test Paper Generating Strategy Based On Genetic Algorithm And BP Neural Network,2017,"The prevalence of MOOC (Massive Open Online Course), while providing us with a new efficient way of learning, demands an evolved online test system for certificating attended students properly. As examination of each course still being the simple and powerful way to check out, generating test paper as the core of exam system, is particularly important. Therefore, we present an enhanced method based on BP neural network optimizing the weight coefficient of objective function in paper generating model. After the Restructuring of mutation operator, and adjusting of crossover operator with the adaptive function, the performance of genetic algorithm modified for efficient test paper generating has been improved further. Experimental results show that the improved algorithm presented in this paper is efficient for the problem of genetic algorithm in premature and local optimization.",,"PROCEEDINGS OF THE 2017 2ND JOINT INTERNATIONAL INFORMATION TECHNOLOGY, MECHANICAL AND ELECTRONIC ENGINEERING CONFERENCE (JIMEC 2017)","2nd Joint International Information Technology, Mechanical and Electronic Engineering Conference (JIMEC)",ATLANTIS PRESS,,,
WebOfScience,Article,"Littenberg-Tobias, J; Reich, J","Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program",2020,"As massive open online courses (MOOCs) shift toward professional degree and certificate programs, can they become a global on-ramp for increasing access to emerging fields for underrepresented groups? This mixed-methods study addresses this question by examining one of the first MOOC-based blended professional degree programs, which admitted students to an accelerated residential master's program on the basis of performance in MOOCs and a proctored exam. We found that male students and students with master's degrees were more likely to complete the online program and the blended program had more male students and more students with master's degrees than students in the existing residential program. Students who enrolled in the blended graduate program earned higher average grades than students in the residential program earned in their in-person courses (3.86 vs 3.75, p < .01). The findings of this study provide an example of how new online learning models can serve particular niches, but may not address broader equity challenges.",,INTERNET AND HIGHER EDUCATION,,ELSEVIER SCIENCE INC,,,
WebOfScience,Article,"Hansen, JD; Reich, J",Democratizing education? Examining access and usage patterns in massive open online courses,2015,"Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014, we found that course participants from the United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, students with greater socioeconomic resources were more likely to earn a certificate. Furthermore, these differences in MOOC access and completion were larger for adolescents and young adults, the traditional ages where people find on-ramps into science, technology, engineering, and mathematics (STEM) course work and careers. Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status.",,SCIENCE,,AMER ASSOC ADVANCEMENT SCIENCE,,,
WebOfScience,Article,"Reeves, TD; Tawfik, AA; Msilu, F; Simsek, I","What's in It for Me? Incentives, Learning, and Completion in Massive Open Online Courses",2017,"This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors.",,JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION,,"ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",,,
WebOfScience,Article,"Kunovski, MN; Dinevich, IA; Myers, GN",A new perspective on the use of mass open online courses in teaching Russian as a foreign language,2021,"The article is devoted to the issue of using mass open online courses as modern distance learning technologies in the process of teaching Russian as a foreign language at the pre-high stage of training. The authors analyzed the modern approaches to the creation and application of mass open online courses in the educational process. In this article, it is described the author's development of two massive open online courses: Russian language from scratch and Verbs of movement in Russian, consisting of thematically related topics/modules, video presentations, annotated lectures, generalizing and vetting tasks, lexical and grammatical tests after each topic of the training course and the final test. To analyze the language material and structure of the presented online courses, General logical and General scientific research methods were used. The authors also focused their attention on the benefits of the MOOC The Russian language from scratch, which includes a stepped introduction of lexical and grammatical units, the necessary explanations in Russian and opted for independent distance learning of foreign citizens who speak English and want to start learning the Russian language. The article describes the features of the MOOC Verbs of movement in the Russian language, which contains a lexical, semantic and grammatical explanation of the features of education and use of movement verbs of imperfect and perfect forms, which are very challenging for foreign students. The authors note that this online course is designed for self e-learning of foreign citizens who speak Russian in basics and/or on the first certification levels. The authors conclude that the MOOC has become an alternative, interactive source of knowledge for foreign students to better learn and consolidate lexical and grammatical material, to expand their knowledge in the field of communicative grammar of the Russian language, to form an idea of national-cultural peculiarities of Russian native speakers. As the results of the analysis of the material, practical recommendations are offered for RKI teachers on the use of remote materials of these online training courses in their practical work.",,YAZYK I KULTURA-LANGUAGE AND CULTURE,,TOMSK STATE UNIV,,,
WebOfScience,Proceedings Paper,"Zarra, T; Chiheb, R; Faizi, R; El Afia, A",MOOCs' Recommendation Based on Forum Latent Dirichlet Allocation,2018,"Open to all, easy enrollment process and free admission make the MOOCs (Massive Open Online Course) attract a large number of learners, but few of them finish their courses and eventually obtain their certification. Several proposals are discussed, but as long as the economic model of MOOCs isn't well defined yet, certain institutions and companies keep attracting more learners to enroll and stay in their MOOCs without considering their prerequisites and needs. The aim of our contribution is to recommend enrollment in the MOOCs primarily to learners who have expressed a need or a gap and having prerequisites (i.e. in discussion forums); using LDA Topic Modeling on their shared texts we group the learners according to similar needs and interests, in order to propose for them a useful MOOC.",,2ND INTERNATIONAL CONFERENCE ON SMART DIGITAL ENVIRONMENT (ICSDE'18),2nd International Conference on Smart Digital Environment (ICSDE'18),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Men, C; Li, X; Du, ZH; Liu, J; Li, ML; Zhang, XL",Zipf's Law in MOOC Learning Behavior,2017,"Learners participating in Massive Open Online Courses (MOOC) have a wide range of backgrounds and motivations. Many MOOC learners sign up the courses to take a brief look; only a few go through the entire content, and even fewer are able to eventually obtain a certificate. We discovered this phenomenon after having examined 76 courses on the xuetangX platform. More specifically, we found that in many courses the learning coverage-one of the metrics used to estimate the learners' active engagement with the online courses-observes a Zipf distribution. We apply the maximum likelihood estimation method to fit the Zipf's law and test our hypothesis using a chi-square test. The result from our study is expected to bring insight to the unique learning behavior on MOOC and thus help improve the effectiveness of MOOC learning platforms and the design of courses.",,2017 IEEE 2ND INTERNATIONAL CONFERENCE ON BIG DATA ANALYSIS (ICBDA),2nd IEEE International Conference on Big Data Analysis (ICBDA),IEEE,,,
WebOfScience,Article,"Baker, RM; Passmore, DL",Value and Pricing of MOOCs,2016,"Reviewed in this article is the potential for Massive Open Online Courses (MOOCs) to transform higher education delivery, accessibility, and costs. Next, five major value propositions for MOOCs are considered (headhunting, certification, face-to-face learning, personalized learning, integration with services external to the MOOC, marketing). Then, four pricing strategies for MOOCs are examined (cross-subsidy, third-party, freemium, nonmonetary). Although the MOOC movement has experienced growing pains similar to most innovations, we assert that the unyielding pace of improvements in network technologies combined with the need to tame the costs of higher education will create continuing demand for MOOC offerings.",,EDUCATION SCIENCES,,MDPI AG,,,
WebOfScience,Proceedings Paper,"Naji, K; Abdelali, I",Adaptive MOOC Supports the Elicitation of Learners' Preferences,2020,"Given higher education in Morocco suffers from the increasing number of students in institutions with open access policy, the issue of language and communication, the heterogeneous academic level of students, the inability to adapt schedules for students, the evolution of new technologies, etc., innovative pedagogy has become a necessity to address these challenges. Additionally, new modes of adaptive learning need to be designed to develop innovative training programs. Many authors agree that innovation in pedagogy concerns everything that is not part of formal education (Lison et al. 2014). In 2016, the Ministry of National Education, Vocational Training, Higher Education and Scientific Research in collaboration with GIP FUN MOOC, and the French Embassy signed an agreement to establish a platform MUN Morocco Digital University. The purpose of the agreement is to encourage Moroccan Universities to develop Massive Open Online Courses (MOOCs), Small Private Online Courses (SPOCs), and other forms of online courses and to reinforce partnership with French Universities in e-learning. MOOCs were developed in 2008, and after four years of operation, the New York Times considered 2012 The year of the MOOC. Since then, new features of MOOCs have motivated decision makers in higher education from across the world to create a number of online courses in their institutions. However, the weakness of MOOCs as a pedagogical innovation is the high dropout rate. Despite being massive courses, of thousands of enrollees, 50% quit after one week, 10% finish the course after completing all the modules, and only 4% obtain a certificate (Perna et al, Life Cycle of a Million MOOC Users. MOOC Research Initiative.Arlington, Texas, 2013). Given MOOCs are large-scale learning platforms that have failed to meet learners' individual needs, considering this innovative pedagogy effective enough is conditional on adapting instruction to enhance student learning, learner's characteristics, for example, knowledge or personal interests. In fact, why not implement adaptive learning techniques to further customize MOOCs? The purpose of this study is twofold. First, it aims to uncover the feasibility of adaptive learning on MOOCs in higher education in Morocco. Second, this investigation seeks to address the effects of adaptive learning on student learning outcomes, student engagement, and drop-out rates.",,ADVANCED INTELLIGENT SYSTEMS FOR SUSTAINABLE DEVELOPMENT (AI2SD'2019): VOL 1 - ADVANCED INTELLIGENT SYSTEMS FOR EDUCATION AND INTELLIGENT LEARNING SYSTEM,2nd International Conference on Advanced Intelligent Systems for Sustainable Development (AI2SD),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Article,"Kubincova, E; Dale, VHM; Kerr, J",How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme,2018,"A Massive Open Online Course (MOOC) was developed to help promote awareness of, and support student transitions into, a fully online distance, credit-bearing postgraduate certificate (PGCert). A qualitative study using semi-structured interviews was undertaken with participants on the PGCert to investigate learner experiences of both the MOOC and PGCert, and to establish the extent to which the MOOC supported learners' transitions into the PGCert in terms of their (1) foundation knowledge, (2) study skills, (3) digital literacies, (4) readiness for self-directed learning, and to determine whether additional efforts could have been directed to more effectively support student transitions. Findings revealed that the MOOC informed participants' decision to undertake the fully online PGCert, and that this was due to the effective learning design and a strong teacher presence throughout. The participants already possessed some background knowledge and a number of essential learning skills (though not uniformly), questioning assumptions around MOOCs as an aid to widening participation in higher education; however, the MOOC helped to enhance and unify these. Not surprisingly, there were some challenges encountered on entering online postgraduate study that the MOOC design could not anticipate or solve; therefore, we recommend that online learners are appropriately supported throughout their studies. This work has implications in terms of how MOOCs may help facilitate student transitions into other fully online, credit-bearing programmes of study.",,RESEARCH IN LEARNING TECHNOLOGY,,TAYLOR & FRANCIS LTD,,,
WebOfScience,Proceedings Paper,"Despujol, IM; Turro, C; Castaneda, L; Busquets, J",Effect of Free Certificate Discontinuation in Completion Rates of MOOC,2017,"Completion rates have been a controversial topic since Massive Open Online Courses (MOOCs) became mainstream in 2012. In January 2016, based in previous trials, edx. org discontinued the free honor code certificate for new courses, trying to increase the number of verified certificates sold. After one year we have studied the effects of this measure in completion rates and verified certification rates over enrollments for 24 UPValenciaX courses offered in 2015 and 2016 (199,278 enrollments in total), finding that there has been a modest global increase in verified certification rates and a strong decline in completion rates for all the courses. For exactly the same courses, the completion rate for all courses has practically halved going from 10.5% in 2015 to 5.6% and the total verified certification rate has been multiplied by 1.4 going from 0.7% to 1%, what is a significant relative improvement but it is not enough to achieve sustainability.",,DIGITAL EDUCATION: OUT TO THE WORLD AND BACK TO THE CAMPUS,5th European MOOCs Stakeholders Summit (EMOOCs),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Article,"Diver, P; Martinez, I",MOOCs as a massive research laboratory: opportunities and challenges,2015,"Massive open online courses (MOOCs) offer many opportunities for research into several topics related to pedagogical methods and student incentives. In the context of over 20years of online learning research, we discuss lessons to be learned from observational comparisons and experiments on randomly chosen groups of students. We target two MOOCs for our study. We investigate dropout rates and how students who decide to drop out differ from those who continue courses. We discuss class forums and video lectures and how these interactions correlate with achievement. We explore the strong correlation between procrastination and achievement and implications for MOOC design. We examine the role of certifications offered by MOOCs and how different options can affect outcomes. We also examine the potential of linking data across courses. We discuss survey data in the context of these MOOCs. These research opportunities offer big data challenges, which are addressed with parallel computing techniques.",,DISTANCE EDUCATION,,"ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",,,
WebOfScience,Proceedings Paper,"Babanskaya, OM; Mozhaeva, GV; Zakharova, US",INTEGRATING MOOCS INTO THE SYSTEM OF LIFELONG LEARNING: TSU EXPERIENCE,2016,"Taking into account money and other resources invested into massive open online courses (MOOCs) production universities face a challenge of MOOCs integration into higher and further professional education. Is university able to warrant its investments into MOOCs? What decisions should a university consider: selling certificates to MOOC completers, launching chargeable MOOC specializations or online degree programs? How to adapt MOOCs to the needs of a broad audience so that both on-campus students and international learners could benefit from it including these courses into their individual curricula? Tomsk State University (TSU) works in an effort to solve this problem. This paper is devoted to the model of organizing e-learning in a classical university basing on MOOCs and its integration into the system of lifelong education, as well as to the steps of maintaining this complex process in the framework of current trends in e-learning.",,EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,8th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Larouk, O; Garanovich, MV",EVALUATION OF OPEN SCIENTIFIC CONTENTS: COMPARING THE EDUCATIONAL RESOURCES (MOOC) WITH DOCUMENTARY PORTALS OF CONTROLLED QUALITY,2016,"The first projects of MOOC (Massive Open Online Course) appeared in the early 2000s and were democratized around 2010. Today platforms have become popular learning; they are characterized by an open access, with contents often free of license, promoting the free reuse and remix of their contents. However, if this ideology marked the first MOOC, today there is a reduction of the goals of openness and knowledge dissemination. Indeed, these MOOC certainly use free licenses, but it is often in their most restrictive terms. Similarly, we will see in this study, MOOC have established business models, especially for those whose institution is characterized by developing the entrepreneurial status, and tend to lock their contents or to exempt pay way. We will study here four courses in various online platforms, two French: once France Digital University (FUN) and SUP-NUMERIQUE; and two from the United States MIT Open Course Ware, and Coursera. Finally, we will compare the different services offered to users (students, academics, etc.) from library portals and those of MOOC. An evaluation of informational services, library services, participation services, and information retrieval are proposed in this paper. We will focus our assessment on the macro-criteria as paramount: -Access and usability, credibility and certification of institutions, information research services, custom access services, library services, participatory services and reference services related documentaries.",,"SGEM 2016, BK 1: PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION CONFERENCE PROCEEDINGS, VOL III","3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts, SGEM 2016",STEF92 TECHNOLOGY LTD,,,
WebOfScience,Article,"Prusko, PT; Robinson, H; Kilgore, W; Al-Freih, M",From Design to Impact: A Phenomenological Study of HumanMOOC Participants' Learning and Implementation into Practice,2020,"The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants' actual practices. The Humanizing Online Teaching and Learning or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: learning journeyers, I think I can, and bringing it back to the classroom. The intention to participate and to overcome barriers and the increase in self-efficacy as a result of personal accomplishment, impacted the participants' will to implement what was learned into their teaching practice.",,ONLINE LEARNING,,ONLINE LEARNING CONSORTIUM,,,
WebOfScience,Article,"Northcutt, CG; Ho, AD; Chuang, IL",Detecting and preventing multiple-account cheating in massive open online courses,2016,"We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a harvester account and then submits correct answers using a separate master account. We use a small-scale experiment to verify CAMEO and estimate a lower bound for its prevalence among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO users. Among earners of 20 or more certificates, 25% have used the CAMEO strategy. CAMEO users are more likely to be young, male, and international than other MOOC certificate earners. We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science courses. (C) 2016 Elsevier Ltd. All rights reserved.",,COMPUTERS & EDUCATION,,PERGAMON-ELSEVIER SCIENCE LTD,,,
WebOfScience,Article,"Li, X; Men, C; Du, ZH; Liu, J; Li, ML; Zhang, XL",Investigating the Statistical Distribution of Learning Coverage in MOOCs,2017,"Learners participating in Massive Open Online Courses (MOOC) have a wide range of backgrounds and motivations. Many MOOC learners enroll in the courses to take a brief look; only a few go through the entire content, and even fewer are able to eventually obtain a certificate. We discovered this phenomenon after having examined 92 courses on both xuetangX and edX platforms. More specifically, we found that the learning coverage in many courses-one of the metrics used to estimate the learners' active engagement with the online courses-observes a Zipf distribution. We apply the maximum likelihood estimation method to fit the Zipf's law and test our hypothesis using a chi-square test. In the xuetangX dataset, the learning coverage in 53 of 76 courses fits Zipf's law, but in all of 16 courses on the edX platform, the learning coverage rejects the Zipf's law. The result from our study is expected to bring insight to the unique learning behavior on MOOC.",,INFORMATION,,MDPI AG,,,
WebOfScience,Proceedings Paper,"See, ZS; Lee, XS; Brimo, A; Thwaites, H; Goodman, L","MOOC for AR VR Training: Obstacles, Challenges and Usability",2018,"This paper provides a case study of massive open online course (MOOC) for augmented reality (AR) and virtual reality (VR). The research studies the obstacles, challenges and usability issues entailed in the management of a novel MOOC for AR and VR training. The electronic learning form of MOOC has been adapted and made available for a number of universities and organizations. It brings learning opportunities for university students and industrial professionals to go through online-based courses on their own pace, and some MOOCs provide certifications for specialized subjects. However, the nature of working on AR and VR requires specialized equipment such as mobile tablets with high computing capability, workstation with fast graphic processing units (GPU) and head-mount-devices (HMD). This case study investigation outlines an overview of the potential obstacles and issues with the intention of how MOOC addresses best practices and the fundamental requirements of AR and VR training.",,"2018 IEEE GAMES, ENTERTAINMENT, MEDIA CONFERENCE (GEM)","IEEE Games, Entertainment, Media Conference (GEM)",IEEE,,,
WebOfScience,Article,"Gardair, C; Bousquet, G; Lehmann-Che, J; de Bazelaire, C; de Cremoux, P; Nhieu, JTV; Sockeel, M; Battistella, M; Calvani, J; Gervais, J; Pottier, Y; Prevaut, L; Sekri, K; Bertheau, P",Backstage of a massive open online course (MOOC) on cancer diagnosis,2016,"Massive open online course (or MOOC) is a new online and open access teaching approach aimed at unlimited participation and providing interactions among students and teaching staff. These academic courses, often still free, lead to the delivery of a certificate of attendance and could soon also deliver a diploma. The MOOC Strategies diagnostiques des cancers will be hosted in autumn 2016 on the platform France University Numerique and will have two levels of learners: students in the field of health and biology and the general public. This MOOC will also be integrated into the teaching program of medical students of Paris Diderot University and Paris 13 University. The educational objective of this MOOC is to convey to all participants an overview of the diagnostic steps of cancers and of the various medical specialties involved in this diagnosis. The second week of the MOOC, entitled tumor samples, macroscopic and microscopic analysis, presents the pathology specialty with the technical treatment of tissue or cell samples and the basic elements of the tissue section analysis to get a diagnosis of benign or malignant tumor. After this MOOC, it is planned to assess the impact of this new modality of teaching the pathology specialty or pathology, especially by the general public. (C) 2016 Elsevier Masson SAS. All rights reserved.",,ANNALES DE PATHOLOGIE,,MASSON EDITEUR,,,
WebOfScience,Article,"Chen, C; Sonnert, G; Sadler, PM; Sasselov, D; Fredericks, C",The impact of student misconceptions on student persistence in a MOOC,2020,"Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open to anyone with computer access and rarely have prerequisite requirements, the range of student backgrounds can be far more varied than in conventional classroom-based courses. Prior studies have shown that misconceptions have a huge impact on students' learning performance; however, no study has empirically examined the relationship between misconceptions and learning persistence. This study of 12,913 MOOC-takers examines how students' misconceptions about the upcoming course material affect course completion. Using a survival analysis approach, we found that, controlling for the score in a pre-course test, students holding more misconceptions had a higher dropout rate at the start of the course, an effect that diminished over time. Other student variables were found to have a positive impact on survival that persisted throughout the entire course: U.S. location, higher age, an intention to complete, better English skills, prior familiarity with the subject, motivation to earn a certificate, and score and time spent on the previous problem set (homework). By contrast, student gender, education level, number of previous MOOCs completed, and motivation to participate in online discussion forums did not affect survival.",,JOURNAL OF RESEARCH IN SCIENCE TEACHING,,WILEY,,,
WebOfScience,Article,"Khan, AU; Khan, KU; Atlas, F; Akhtar, S; Khan, F",CRITICAL FACTORS INFLUENCING MOOCS RETENTION: THE MEDIATING ROLE OF INFORMATION TECHNOLOGY,2021,"In the current digital era, Massive Open Online Courses (MOOCs) are considered as an educational revolution specifically in the current situation of COVID-19. Although students from all over the globe register for MOOCs, only a small proportion of participants complete the online courses. MOOCs at present encounter the problem of low retention rates, thus providing numerous research gaps. This paper investigates the impact of critical factors such as the instructor's role, course relevancy, learning outcomes on MOOCs retention. This study also analyzes the mediating role of IT (Social Media) between critical factors and MOOCs retention and provides feasible solutions for the improvement of MOOCs retention rates. Data were collected from Pakistani participants who attended, registered, or completed any MOOC. The findings of this study indicate that critical factors such as the instructor's role, course relevancy, learning outcomes have a positive impact on MOOC participants' retention. The results also confirm the important mediating role of IT (Social Media). The universities and the instructors who offer MOOCs should consider these critical factors when offering an online course. These critical factors can enhance MOOCs participants' retention leading them to take the courses until certification.",,TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION,,ANADOLU UNIV,,,
WebOfScience,Proceedings Paper,"Kuo, TML; Wang, JC",Exploring Perceived Value Creation of MOOCs Service Systems - A Preliminary Investigation,2018,"Massive Open Online Courses (MOOCs) have been considered disruptive innovative service that potentially pose threats to traditional higher education. However, few people carefully consider how MOOCs services support and co-create values for post-secondary institutes, on-campus students, and working professions from the perspective of value co-creation and service system. Through the analysis of in-depth interviews of nine cases, five qualitative categories of perceived values with structural hierarchy were profiled and analyzed: (1) learning new knowledge, skills, and perspectives, (2) verifying learning process using certificates, (3) supporting on-campus learning and teaching, (4) solving real-world problems at work, and (5) co-learning with world-wide learners. Implications will be presented and discussed in the paper.",,"INNOVATIVE TECHNOLOGIES AND LEARNING, ICITL 2018",1st International Conference of Innovative Technologies and Learning (ICITL),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Kassim, M; Hashim, H; Shahbudin, S",MOOC DEVELOPMENT ON MULTIMEDIA SYSTEMS AND APPLICATIONS COURSE,2017,"Massive Open Online Course (MOOC) is one of E-learning platform to cater education 4.0 and Industry 4.0 today. It is identified that MOOC on Multimedia Systems and Applications Course (MSAC) yet to be developed for Open Learning platform. Thus, this research presents a design of MSAC MOOC to provide students with essential knowledge on multimedia systems and applications based on interactive teaching and learning platform. Students can apply the acquired knowledge in designing multimedia systems and applications such as text, graphics images, audio, video, animation which can be presented online on MOOC. The designed MOOC is different to attracts everybody in the world to participate online no matters which academic background they have. The MOOC course started with a promo video, introductory video, course synopsis, course learning outcome, durations and course plan for 14 weeks. It is also designed with badges and certificates to excellent students who finish the course and able to gain understanding with interactive and active students on the MOOC. Theoretically, eleven topics are covered throughout the MOOC that consists of learning outcome for each topic. Content in text, images, animation and video is designed in subtopic. Practically three activities in each topic are designed with assessment on quizzes and interactive online questions. Educational hyperlink is supported on the MOOC for interactive knowledge based module, video on YouTube and Multimedia channel forum related to the course. Online discussion with students and submitted online short reports is applied to show their understanding of Intellectual Property Rights concept in designing multimedia system and applications. The designed MOOC then is analyzed and result based on student's participations, origins, assessment and feedback from the students is presented. Research is significant in identifying students' completion of the course understanding applied tools. The MOOC course is significant for today's teaching and learning strategy that need to be ready align with new technologies and development.",,ADVED 2017: 3RD INTERNATIONAL CONFERENCE ON ADVANCES IN EDUCATION AND SOCIAL SCIENCE,3rd International Conference on Advances in Education and Social Science (ADVED),INT ORGANIZATION CENTER ACAD RESEARCH,,,
WebOfScience,Proceedings Paper,"Dreisiebner, S",EMPLOYER PERCEPTION OF MOOC CERTIFICATES IN THE PERSONNEL SELECTION PROCESS,2018,"MOOCs (Massive Open Online Courses) commonly offer some kind of credentials, which ranges from digital badges, to certificates of participation and awarding regular college credits. While MOOCs are gaining popularity among employers for corporate training it could be assumed that MOOC certificates are also appreciated as informal proof of additional qualifications and the willingness to life-long-learning in the personnel selection process. Nevertheless, there is a lack of peer-reviewed literature to proof this. On the other hand, employees assume that employers do not honour their MOOC certificates as they see them not linked closely enough to job-related learning. By conducting semi-structured interviews among five start-up entrepreneurs in Austria, this article confirms that employers are sceptical about the validity of MOOC certificates. While they do not implicate for them that the applicant is familiar with the topic stated on the certificates, they appreciate them as a sign of self-sufficiency and self-propulsion. Hereby it does not make a difference if formal certificates are presented or the applicant just claims to have attended some MOOCs.",,"11TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2018)","11th Annual International Conference of Education, Research and Innovation (ICERI)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Mareca, P; Bordel, B","Students profiles and their behavior in MOOC platforms, MIRIADAX platform",2019,"Massive Online Open Courses (MOOC) have revolutionized the relation between higher education institutions and society. Through web platforms, universities and other institutions offer content and courses where any student can enroll. With this new approach, much knowledge that previously was only accessible to official students paying, in general, expensive fees, is now accessible to any citizen for free. In addition, institutions of higher education usually grant a certificate to students who passed the course. However, this divulgative and massive open approach also creates some distortions. In particular, the management of MOOC courses is a task of extreme complexity, due to the mixture of a large number of very different student profiles, and the combination of nonaligned interests. As a consequence, the dropout rate in these courses is higher than 70% in most courses. In any case, before proposing any solution, it is necessary to analyze and study the current situation in a systematic and scientific way. Therefore, this article describes an experience carried out jointly by professors from the Universidad Politecnica de Madrid (UPM, Spain) and the University of Tras os Montes e Alto Douro (Portugal), based on the creation and teaching of a MOOC course focused on domotics and Arduino technologies, accessible on the MiriadaX platform. This study focuses on the academic results obtained, and the different profiles of students that have been identified in the 2018 academic year.",,2019 14TH IBERIAN CONFERENCE ON INFORMATION SYSTEMS AND TECHNOLOGIES (CISTI),14th Iberian Conference on Information Systems and Technologies (CISTI),IEEE,,,
WebOfScience,Proceedings Paper,"John, C; Staubitz, T; Meinel, C",Took a MOOC. Got a Certificate. What now?,2019,"This Research to Practice Full Paper presents the results of a survey among the participants of our MOOC platform about the benefits of what they have learned in our courses and the benefits of the certificates that they have earned for their daily life. We often hear about the high dropout rates in Massive Open Online Courses (MOOCs). On the other hand, there is a lot of movement towards micro-credentials, online master's degrees based on MOOCs, and formal MOOC degrees. However, what is the classic MOOC clientele actually doing with their certificates? What are the reasons why successful MOOC learners put a lot of time and effort in exams and exercises? Do employers accept these certificates in application portfolios? Do they allow their employees to participate in a MOOC during their working hours? Do they pay for the certificates? Are there any differences concerning gender because women are still in the minority in science, technology, engineering and mathematics (STEM) and their career paths often hit a plateau? These questions have been on our mind since we started offering courses on our MOOC platform in 2012. We have had anecdotal evidence, for example, that a participant was helped to get a new job with a certificate from one of our courses-yet this is ultimately just hearsay. Therefore, to find out what is really going on we conducted a survey among the 187,000 registered users of our platform.",,2019 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2019),49th IEEE Frontiers in Education Conference (FIE),IEEE,,,
WebOfScience,Article,"de la Fuente, AG; Alarcon, DC","MOOCs: measuring satisfaction, loyalty, success and certification of digital education",2017,"The MOOCs (Massive Open Online Courses) have evolved into an educational digital format, becoming a standard, which makes them more attractive to Internet users, promoting its dissemination and growth. Surveys to analyze satisfaction and loyalty were sent to 48.252 users who completed and not completed courses in MiriadaX during the first half of 2016, receiving 3.025 answers. As well, data records from MiriadaX were used for evaluating adoption and success of the MOOC format. Surveys results showed high satisfaction levels related to course expectations with a positive 93.9 % among respondents who completed a course, also high levels of course recommendation was registered (among completed: 80.3 % / not completed: 75.4 %) and interest in further pursuing MOOCs was high (completed: 94 %, not completed: 90 %). Satisfaction with the platform showed a 98.1 % (completed) and 93.6 % (not completed). More than 44 % of not completed course respondents argued lack of time and the most valued element was always the video. The number of participants and courses has progressively increased since 2012 in MiriadaX, with 2.342.000 registered and 460 courses so far in June 2016, doubling the ratio of growth in the last year. Another survey with 980 answers showed that more than 59 % of respondents would be interested in obtaining a paid official certificate from the course. The MOOCs are valued as a successful format and the future of online learning.",,RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA,,ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA,,,
WebOfScience,Proceedings Paper,"Yeomans, M; Reich, J",Planning Prompts Increase and Forecast Course Completion in Massive Open Online Courses,2017,"Among all of the learners in Massive Open Online Courses (MOOCs) who intend to complete a course, the majority fail to do so. This intention-action gap is found in many domains of human experience, and research in similar goal pursuit domains suggests that plan-making is a cheap and effective nudge to encourage follow-through. In a natural field experiment in three HarvardX courses, some students received open-ended planning prompts at the beginning of a course. These prompts increased course completion by 29%, and payment for certificates by 40%. This effect was largest for students enrolled in traditional schools. Furthermore, the contents of students' plans could predict which students were least likely to succeed - in particular, students whose plans focused on specific times were unlikely to complete the course. Our results suggest that planning prompts can help learners adopted productive frames of mind at the outset of a learning goal that encourage and forecast student success.",,SEVENTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE (LAK'17),7th International Learning Analytics and Knowledge Conference (LAK),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Article,"Kirin, RS; Khomenko, VL; Pashchenko, AA",CLASSIFICATION CRITERIA FOR MASSIVE OPEN ONLINE COURSES ON INTELLECTUAL PROPERTY,2020,"The article analyzes the range of massive open online courses on intellectual property operating on leading distance learning platforms as an element of information and educational technologies. The authors have reviewed online courses operating on the following platforms: Coursera, EdX, FutureLearn, SWAYAM, Canvas Network, E-Learning Center of the World Intellectual Property Organization and others. A brief description of these platforms is given. The massive open online courses that operate on these platforms address various aspects of intellectual property. For each course, the following are indicated: the university or organization that created it; teachers; the language of instruction; course duration and workload necessary for its assimilation; terms of access to the educational resources of the course and obtaining a certificate of completion. The quantitative division of courses based on countries developing distance learning courses on intellectual property is given. The leaders here are international organizations and the United States. The possibilities of access from the point of view of language training are considered. The vast majority of courses are available in English. A significant part of the courses is also available in Russian. The division of distance courses on thematic focus has been made. A significant number of online courses address only general intellectual property issues. There are very few courses that are useful for gaining thorough knowledge on specific issues. Particular attention is paid to such an important and interesting aspect as the ability to access the content and obtain a certificate for the course. According to these criteria, all courses have been divided into four groups. It has been found that obtaining a certificate on the vast majority of distance learning courses on intellectual property on these platforms is somehow paid or that there is no certificate of completion of the course. Only nine courses have completely free access to educational resources and certification.",,INFORMATION TECHNOLOGIES AND LEARNING TOOLS,,"NATL ACAD PEDAGOGICAL SCIENCES UKRAINE, INST INFO TECHNOL & LEARNING TOOLS",,,
WebOfScience,Article,"Greene, JA; Oswald, CA; Pomerantz, J",Predictors of Retention and Achievement in a Massive Open Online Course,2015,"Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experience with MOOCs, self-reported commitment, and learners' implicit theory of intelligence predicted retention and achievement. We found that learners' expected investment, including level of commitment, expected number of hours devoted to the MOOC, and intention to obtain a certificate, related to retention likelihood. Prior level of schooling and expected hours devoted to the MOOC predicted achievement.",,AMERICAN EDUCATIONAL RESEARCH JOURNAL,,SAGE PUBLICATIONS INC,,,
WebOfScience,Proceedings Paper,"Kay, JS; Nolan, TJ; Grello, TM",The Distributed Esteemed Endorser Review: A Novel Approach to Participant Assessment in MOOCs,2016,"One of the most challenging aspects of developing a Massive Open Online Course (MOOC) is designing an accurate method to effectively assess participant knowledge and skills. The Distributed Esteemed Endorser Review (DEER) approach has been developed as an alternative for those MOOCs where traditional approaches to assessment are not appropriate. In DEER, course projects are certified in-person by an Esteemed Endorser, an individual who is typically senior in rank to the student, but is not necessarily an expert in the course content. Not only does DEER provide a means to certify that course goals have been met, it also provides MOOC participants with the opportunity to share information about what they have learned with others at the local level.",,PROCEEDINGS OF THE THIRD (2016) ACM CONFERENCE ON LEARNING @ SCALE (L@S 2016),3rd Annual ACM Conference on Learning at Scale (L at S),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Article; Book Chapter,"Hollands, FM; Tirthali, D",The Future of MOOCs and Higher Education,2015,"MOOCs of the future are expected to be less massive and less 'Open as producers target audiences more carefully and charge fees for certification and other services. They may become indistinguishable from traditional online courses. While enrollments may decrease, completion rates are likely to increase, especially if combinations of xMOOC and cMOOC pedagogy improve the overall learning experience. Key issues going forward for MOOCs and other non-traditional learning experiences are whether they will receive accreditation and qualify for federal student aid. We expect that competency-based learning and assessment will be the next innovation in higher education to receive widespread attention as the emphasis grows on bridging the gap between college education and employers' needs, and from reputation towards accountability.",,MOOCS IN HIGHER EDUCATION: INSTITUTIONAL GOALS AND PATHS FORWARD,,PALGRAVE,,,
WebOfScience,Proceedings Paper,"Sahasrabudhe, SS; Majumdar, R",Content Creation and Pedagogic Strategies for Skill Development MOOC,2016,"Skill development is being promoted throughout India, as a channel to create employable resource. Massive Online Open Courses (MOOCs) can provide a platform to enable such skill development programs at scale. The IITBombayX course, Basic 3D animation using Blender (SKANI101x), was the first of its kind offering of a Skill Development MOOC (sdMOOC) for the Indian learners. Over its two offerings, 6457 participants registered, 2465 (38%) were active and 1132 (19%) were certified. However while producing and conducting the course we realized the lack of content creation and pedagogic strategies for such sdMOOCs. Analysis of our pilot offering of SKANI101x, highlighted its effectiveness for both, first-time and experienced online learners. In the second offering we modified pedagogic strategies to foster student-instructor interactions that resulted in higher engagement and completion rate. This paper discusses the rationale of the decisions and reports an evaluation study of participants' performance, engagement, and perceptions regarding the components of the course over two offerings. This provides an evidence for the effectiveness of the content creation and pedagogic strategies implemented.",,24TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2016): THINK GLOBAL ACT LOCAL,24th International Conference on Computers in Education (ICCE) - Think Global Act Local,ASIA PACIFIC SOC COMPUTERS IN EDUCATION,,,
WebOfScience,Proceedings Paper,"Littenberg-Tobias, J; Ruiperez-Valiente, JA; Reich, J",Impact of Free-Certificate Coupons on Learner Behavior in Online Courses: Results from Two Case Studies,2019,"The relationship between pricing and learning behavior is an increasingly important topic in MOOC (massive open online course) research. We report on two case studies where cohorts of learners were offered coupons for free-certificates to explore price reductions might influence user behavior in MOOC-based online learning settings. In Case Study #1, we compare participation and certification rates between courses with and without coupons for free-certificates. In the courses with a free-certificate track, participants signed up for the verified certificate track at higher rates and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study #2, we compare the behaviors of learners within the same courses based on whether they received access to a free-certificate track. Access to free-certificates was associated with somewhat lower certification rates, but overall certification rates remained high particularly among those who viewed the courses. These findings suggests that some other incentives, other than simply the sunk-cost of paying for a verified certificate-track, may motivate learners to complete MOOC courses.",,L@S '19: PROCEEDINGS OF THE SIXTH (2019) ACM CONFERENCE ON LEARNING @ SCALE,6th ACM Conference on Learning @ Scale (L@S),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Porouhan, P; Premchaiswadi, W",Behavioral Performance Evaluation and Emotion Analytics of a MOOC Course via Fuzzy Modeling,2018,"The main objective of this study is to compare and distinguish both behavioral differences and emotional changes of a group of students who earned a certificate after the end of a MOOC (Massive Open Online Course), versus another groups of students who dropped out the course unsuccessfully. To do this, a process mining process discovery technique so-called Fuzzy Miner, based on Frequency-Based and Time-Performance metrics, was applied on a set of event logs previously collected from an authentic learning environment. The resulting fuzzy graphs/models showed a significant dissimilarity between the two groups in terms of the behavioral structure and the sequence of the performed/executed tasks (and activities), the average (mean) duration of the waiting times (or inactive interval/time gaps) in addition to the emotional mood shifts and changes. The findings of the study can be beneficial to not only the MOOC course developers, but to lecturers and researchers as well, in such a way leading to higher attrition rate running online courses and syllabuses.",,2018 16TH INTERNATIONAL CONFERENCE ON ICT AND KNOWLEDGE ENGINEERING (ICT&KE),16th IEEE International Conference on ICT and Knowledge Engineering (ICT and KE),IEEE,,,
WebOfScience,Article,"Littenberg-Tobias, J; Valiente, JR; Reich, J",Studying Learner Behavior in Online Courses With Free-Certificate Coupons: Results From Two Case Studies,2020,"The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses with and without free-certificate coupons. In the courses with a free-certificate track, participants signed up for the verified-certificate track at higher rates, and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study 2, we compare learner behavior within the same courses by whether they received access to a free-certificate track. Access to free certificates was associated with lower certification rates, but overall, certification rates remained high, particularly among those who viewed the courses. These findings suggest that some incentives, other than simply the cost of paying for a verified-certificate track, may motivate learners to complete MOOCs.",,INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING,,ATHABASCA UNIV PRESS,,,
WebOfScience,Article,"Ramirez-Fernandez, MB",Proposal quality certification of educational Spanish MOOC courses offer conducted by the National Institute of Educational Technologies and Teacher Training.,2015,"This article discusses the possible application of quality standards MOOC (Massive Open Online Courses) at the National Institute of Educational Technologies and Teacher Training of the Ministry of Education, Culture and Sport of Spain through EduTool (R), registered trademark in the Spanish Office of Patent and Trademark (3,087,298 in force). This line of work comes from a line of research of the Pablo de Olavide University of Seville and it was developed in the Computational Intelligence Laboratory under the auspices of the UNE 66181. In the tool we have analyzed the weights of the subfactors of each of the dimensions (recognition of training, learning methodology and levels of accessibility) of this standard for Quality Management of Virtual Training for MOOC by fuzzy logic. In this sense, It arises the possibility to apply the quality certification of that tool to the educational MOOC offer of INTEF to alleviate the high dropout rate of users in the MOOC pilot plan for teacher education occurred in 2014, within the lines of action of the project New forms of training, and it can be avoided in the offered training activities this year 2015.",,IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION,,"UNIV PABLO OLAVIDE, FAC CIENCIAS SOCIALES",,,
WebOfScience,Proceedings Paper,"Wang, L; Hemberg, E; O'Reilly, UM","The Influence of Grades on Learning Behavior in MOOCs: Certification vs, Continued Participation",2019,"MOOCs (massive open online courses) often use comprehensive exams and homework problem sets to assess students in their overall understanding of course material. The grades students receive on these tests and assignments determine whether they complete or become certified in course material. However, beyond receiving a certification, how do grades impact the learning behavior in students? Do students who receive poor grades actively change their overall activity to improve their grades? To better understand the impact of grades, we observe overall student activity on two MITx MOOCs for certified students and students who continuously participate in MOOC assignments. We use click stream data to compile the overall activity of a student and we use points earned divided by total possible points to calculate the students' grades. We observe that students with the highest levels of activity have some of the highest grades. We also observe that the difference in activity before and after the finalization of a grade (delta-activity) have greater variation as grade increases. Finally, we observe very little changes in grades (delta-grade) for certified students when visualized against delta-activity and that continuously participating students have greater grade changes compared to certified students.",,PROCEEDINGS OF 2019 IEEE LEARNING WITH MOOCS (IEEE LWMOOCS VI 2019): ENHANCING WORKFORCE DIVERSITY AND INCLUSION,6th IEEE Conference on Learning With MOOCS (LWMOOCS) - Enhancing Workforce Diversity and Inclusion,IEEE,,,
WebOfScience,Article,"Watson, SL; Kim, W","Enrolment purposes, instructional activities, and perceptions of attitudinal learning in a human trafficking MOOC",2016,"This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the MOOC, as well as their enrolment purposes. Motivations varied with the majority of learners wanting to formulate a viewpoint or to justify their existing viewpoint, with those taking the MOOC in order to earn a formal certification reporting the highest learning gains. Overall, learners perceived lectures and videos as the most impactful instructional strategy. However, learners who reported the personal project activity as the most effective instructional strategy showed the highest learning gain. The authors discuss the instructional design considerations based on these survey results.",,OPEN LEARNING,,"ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",,,
WebOfScience,Article; Book Chapter,"Murray, JA",Massive Open Online Courses: Current and Future Trends in Biomedical Sciences,2019,"The first massive open online courses or MOOCs were offered in 2008 in the USA, since then MOOCs have hit the higher education (HE) section by storm and have continued to grow rapidly since 2012, with hundreds of HE establishments across the globe engaged in providing MOOCs. MOOCs are online courses that are open to everyone and anyone to join with typically no limits to the number of participants or prerequisite qualifications. In some MOOCs there is an option to pay for a certificate upon completion. This chapter captures the use and future of MOOCs in the biomedical sciences. As the number of MOOCs available in biomedical subject areas grow, so do the number of participants taking these courses, with many of these learners and professionals looking to update their knowledge in the biomedical sciences. There is also a growing use of MOOCs in higher education as a recourse for campus degree programmes, known as hybrid MOOCs, where the MOOC provides the learning and the assessment is undertaken by the educational institution. The growing number of MOOCs available for credit is changing the way some learners are accessing higher education and the development of micro degrees obtained through the completion of a number of MOOCs may potentially change the way higher education is provided in the future. Finally, the potential of artificial intelligence to provide virtual classroom assistants is also a possible game changer, allowing more personalised learning to be delivered at scale.",,"BIOMEDICAL VISUALISATION, VOL 4",,SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Article,"Watted, A; Barak, M",Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants,2018,"Massive open online courses (MOOCs) are a growing element in strategic decision-making in higher education. However, since only a small percentage of enrollees complete MOOCs, it is important to understand participants' preliminary expectations and motivations. This is particularly important for science and engineering MOOCs because they require professional knowledge, analytical skills, and the ability to handle abstract models of physical phenomena. Hence, the goal of this study was to examine the motivating factors of learners who successfully completed a MOOC in nanotechnology and nanosensors, while comparing between university-affiliated students (N = 114) and general participants (N = 194). Analysis of data, collected via an online survey, forum posts, and email messages, identified three motivational themes: career, personal, and educational. The findings indicated that participants from both groups were motivated by general interest, personal growth, and enrichment. However, while the university-affiliated students were oriented toward improving knowledge and receiving a certificate, the general participants were oriented toward research and professional advancement. Our findings suggest that the design of academic MOOCs should target at both promoting the understanding of new concepts and generating new skillsets.",,INTERNET AND HIGHER EDUCATION,,ELSEVIER SCIENCE INC,,,
WebOfScience,Proceedings Paper,"Rohloff, T; Sauer, D; Meinel, C",On the Acceptance and Usefulness of Personalized Learning Objectives in MOOCs,2019,"With Massive Open Online Courses (MOOCs) the number of people having access to higher education increased rapidly. The intentions to enroll for a specific course vary significantly and depend on one's professional or personal learning needs and interests. All learners have in common that they pursue their individual learning objectives. However, predominant MOOC platforms follow a one-size-fits-all approach and primarily aim for completion with certification. Specifically, technical support for goal-oriented and self-regulated learning to date is very limited in this context although both learning strategies are proven to be key factors for students' achievement in large-scale online learning environments. In this first investigation, a concept for the application and technical integration of personalized learning objectives in a MOOC platform is realized and assessed. It is evaluated with a mixed-method approach. First, the learners' acceptance is examined with a multivariate A/B test in two courses. Second, a survey was conducted to gather further feedback about the perceived usefulness, next to the acceptance. The results show a positive perception by the learners, which paves the way for future research.",,L@S '19: PROCEEDINGS OF THE SIXTH (2019) ACM CONFERENCE ON LEARNING @ SCALE,6th ACM Conference on Learning @ Scale (L@S),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Lu, W; Wang, TT; Jiao, M; Zhang, XY; Wang, S; Du, XY; Chen, H",Predicting Student Examinee Rate in Massive Open Online Courses,2017,"Over the past few years, massive open online courses (a.b.a MOOCs) has rapidly emerged and popularized as a new style of education paradigm. Despite various features and benefits offered by MOOCs, however, unlike traditional classroom-style education, students enrolled in MOOCs often show a wide variety of motivations, and only quite a small percentage of them participate in the final examinations. To figure out the underlying reasons, in this paper, we make two key contributions. First, we find that being an examinee for a learner is almost a necessary condition of earning a certificate and hence investigation of the examinee rate prediction is of great importance. Second, after conducting extensive investigation of participants' operation behaviours, we carefully select a set of features that are closely reflect participants' learning behaviours. We apply existing commonly used classifiers over three online courses, generously provided by China University MOOC platform, to evaluate the effectiveness of the used features. Based on our experiments, we find there does not exist a single classifier that is able to dominate others in all cases, and in many cases, SVN performs the best.",,DATABASE SYSTEMS FOR ADVANCED APPLICATIONS (DASFAA 2017),22nd International Conference on Database Systems for Advanced Applications (DASFAA),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Article,"Alexandron, G; Ruiperez-Valiente, JA; Chen, ZZ; Munoz-Merino, PJ; Pritchard, DE",Copying@Scale: Using Harvesting Accounts for Collecting Correct Answers in a MOOC,2017,"This paper presents a detailed study of a form of academic dishonesty that involves the use of multiple accounts for harvesting solutions in a Massive Open Online Course (MOOC). It is termed CAMEO Copying Answers using Multiple Existence Online. A person using CAMEO sets up one or more harvesting accounts for collecting correct answers; these are then submitted in the user's master account for credit. The study has three main goals: Determining the prevalence of CAMEO, studying its detailed characteristics, and inferring the motivation(s) for using it. For the physics course that we studied, about 10% of the certificate earners used this method to obtain more than 1% of their correct answers, and more than 3% of the certificate earners used it to obtain the majority (> 50%) of their correct answers. We discuss two of the likely consequences of CAMEO: jeopardizing the value of MOOC certificates as academic credentials, and generating misleading conclusions in educational research. Based on our study, we suggest methods for reducing CAMEO. Although this study was conducted on a MOOC, CAMEO can be used in any learning environment that enables students to have multiple accounts. (C) 2017 Elsevier Ltd. All rights reserved.",,COMPUTERS & EDUCATION,,PERGAMON-ELSEVIER SCIENCE LTD,,,
WebOfScience,Proceedings Paper,"Sanchez, M",Assessing the Quality of MOOC using ISO/IEC 25010,2016,"MOOC or Massive Open Online Course are a virtual training form present in the current educational landscape. Several authors raise doubts about whether these software products offer quality training, being necessary to establish instruments that certify their characteristics or guide how to approach optimization to ensure success and consolidation of this type of e-learning. This project proposes the construction of a software quality model or QM for MOOC, designed with the Individual Quality Model Construction or IQMC and the quality characteristics proposed in the catalog of ISO/IEC 25010. A set of sub characteristics, properties and quality measures will be established with the model, this QM will be an instrument or artifact to facilitate a systematic and practical evaluation with the selection of those characteristics that are considered relevant and consistent for scope and requirements of the evaluator, developer or end user.",,2016 XI LATIN AMERICAN CONFERENCE ON LEARNING OBJECTS AND TECHNOLOGY (LACLO),11th Latin American Conference on Learning Objects and Technologies (LACLO),IEEE,,,
WebOfScience,Article,"Lee, Y",Using Self-Organizing Map and Clustering to Investigate Problem-Solving Patterns in the Massive Open Online Course: An Exploratory Study,2019,"This study investigated whether clustering can identify different groups of students enrolled in a massive open online course (MOOC). This study applied self-organizing map and hierarchical clustering algorithms to the log files of a physics MOOC capturing how students solved weekly homework and quiz problems to identify clusters of students showing similar problem-solving patterns. The usefulness of the identified clusters was verified by examining various characteristics of students such as number of problems students attempted to solve, weekly and daily problem completion percentages, and whether they earned a course certificate. The findings of this study suggest that the clustering technique utilizing self-organizing map and hierarchical clustering algorithms in tandem can be a useful exploratory data analysis tool that can help MOOC instructors identify similar students based on a large number of variables and examine their characteristics from multiple perspectives.",,JOURNAL OF EDUCATIONAL COMPUTING RESEARCH,,SAGE PUBLICATIONS INC,,,
WebOfScience,Article,"Gong, ZH",The development of medical MOOCs in China: current situation and challenges,2018,"This study aimed to investigate the current situation and challenges on the development of medical massive open online courses (MOOCs) in China. A survey was constructed and the statistical analysis was adopted to evaluate the medical MOOCs. The results showed that the medical MOOC-related journal papers, conference papers, books and dissertations have risen dramatically over the past five years. In addition, the top 6 most representative MOOC platforms provide the majority (87%) of medical courses. The statistical analysis showed that PMPH-MOOC was the most influential medical MOOC platform in China. Compared to the foreign medical MOOCs, medical MOOCs in China were urgently in need of systemic planning, interaction activities and international certification. Overall, the findings suggest that the development of medical MOOCs for higher education has been achieved a great success along with a huge challenge.",,MEDICAL EDUCATION ONLINE,,TAYLOR & FRANCIS LTD,,,
WebOfScience,Article,"Mohan, MM; Upadhyaya, P; Pillai, KR",Intention and barriers to use MOOCs: An investigation among the post graduate students in India,2020,"Massive Open Online Courses (MOOCs) have widely been acknowledged as a unified platform to reduce the digital divide and make education accessible to all. It also enables students' access to professors and educational contents sans spatial and institutional barriers. Despite several benefits, MOOCs' adoption and completion rate remain unimpressive, especially among developing countries. Using Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we examine the key factors that influence the behavioral intention to use MOOCs among students in an Indian private university. The data from 412 postgraduate students were analyzed using Partial Least Squares-Structured Equation Modelling. The study identifies barriers to use MOOCs, in a university that has offered free MOOCs courses and certifications to the students. The study makes several theoretical contributions and offer adequate insights for higher education institutions to administer and integrate MOOCs in their curriculum.",,EDUCATION AND INFORMATION TECHNOLOGIES,,SPRINGER,,,
WebOfScience,Proceedings Paper,"Holotescu, C",Understanding Blockchain Opportunities and Challenges,2018,"Blockchain technology enables the creation of a decentralized environment, where transactions and data are not under the control of any third party organization. Any transaction ever completed is recorded in a public ledger in a verifiable, secure, transparent and permanent way, with a timestamp and other details. Introduced in 2009 as the core mechanism for the Bitcoin cryptocurrency and its worldwide payment system, blockchain has had many applications in domains such as IoT, finance, business, management, health and education. Also new platforms and tools for blockchain implementation were developed. As education becomes more open, diversified, democratised, and decentralised, the blockchain technology is taken in consideration by researchers, teachers and institutions, to maintain reputation, trust in certification, and proof of learning. In the first part of the paper, we explore the blockchain technology. Next, existing global and governmental initiatives, together with potential applications of blockchain in different domains are presented. The need to learn about this emerging technology is demonstrated, together with pioneering cases in different universities. Then we propose a public blockchain called OpenEduChain, designed as a repository for open educational assets (Open Educational Resources - OERs, Massive Open Online Courses - MOOCs, open pedagogies and scenarios), but also to deliver issued certificates and open badges by universities and other educational and training institutions. At university level, OpenEduChain, implemented on Ethereum, is used to store data about the open educational items created by faculty members and students. Also digital certificates or open badges are provided to the participants in the trainings and workshops. After a period of tests, OpenEduChain usage could be extended at national level, but also for new purposes such as e-portfolios or assessment.",,"ELEARNING CHALLENGES AND NEW HORIZONS, VOL 4",14th International Scientific Conference on eLearning and Software for Education - eLearning Challenges and New Horizons,CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE,,,
WebOfScience,Article; Early Access,"Liu, BW; Wu, YH; Xing, WL; Cheng, GX; Guo, SN",Exploring behavioural differences between certificate achievers and explorers in MOOCs,,"Massive open online courses (MOOCs) face the ongoing problem of low pass rates. A number of MOOC learners engage in most or all course activities but fail to pass the course. To improve participation and thereby increase successful completion, this study explores the behavioural differences between certificate achievers and explorers that lead to their different learning outcomes. Eleven behaviours were extracted from more than 80,000 behaviour records for 215 certificate achievers and 456 explorers, which were categorized into four types of activities: graded assessment, content-related, course-related, and interactive activities. Random forest classifier, independent-sample t-testing, and lag sequential analysis were used. The results showed six important behaviours that are highly related to certificate achievement. Certificate achievers engaged in more course-related and graded assessment activities during the course, while explorers engaged in more content-related and interactive activities, and graded assessment activities occurring at the end of the course. Compared to explorers, certificate achievers exhibited more bidirectional behaviours in terms of interactive and course-related activities and more repeated behaviours in terms of course-related and graded assessment activities. The study has significant implications for MOOC learners and instructors in improving learning and teaching performance by implementing appropriate behavioural interventions.",,ASIA PACIFIC JOURNAL OF EDUCATION,,"ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",,,
WebOfScience,Proceedings Paper,"Wang, L; O'Reilly, UM; Hemberg, E",On the Influence of Grades on Learning Behavior of Students in MOOCs,2019,"MOOCs (Massive Open Online Courses) frequently use grades to calculate whether a student passes the course. To better understand how student behavior is influenced by grade feedback, we conduct a study on the changes of certified students' behavior before and after they have received their grade. We use observational student data from two MITx MOOCs to examine student behavior before and after a grade is released and calculate the difference (the delta-activity). We then analyze the changes in the delta-activity distributions across all graded assignments a we observe that the variation in delta-activity decreases as grade decreases, with students who have the lowest grade exhibiting little or no change in weekly activity. This trend persists throughout each course, in all course offerings, suggesting that a change in grade does not correlate with a change in the behavior of certified MOOC students.",,L@S '19: PROCEEDINGS OF THE SIXTH (2019) ACM CONFERENCE ON LEARNING @ SCALE,6th ACM Conference on Learning @ Scale (L@S),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Article,"Rivas, MJ; Baker, RB; Evans, BJ",Do MOOCs Make You More Marketable? An Experimental Analysis of the Value of MOOCs Relative to Traditional Credentials and Experience,2020,"Massive open online courses (MOOCs) are marketed as opportunities for participants to improve their labor market outcomes, and tens of thousands of students have paid for career-focused MOOC certificate programs. However, there is limited and conflicting research on MOOCs and labor market outcomes. Using two randomized control trials, we test Amazon's Mechanical Turk respondents' preferences for hiring hypothetical freelance web developers. In the first experiment, we examine preferences for profiles with MOOCs as compared to profiles with traditional degrees (bachelor's, associates, and community college certificates). Respondents preferred all traditional degrees over a MOOC; MOOCs do not serve as substitutes for traditional postsecondary credentials. In the second experiment, we examine preferences for MOOCs as compared to no listed credential. Results demonstrate a 61-percentage point preference for MOOC credentials compared to no MOOC credential; the preference does not vary across levels of professional experience.",,AERA OPEN,,SAGE PUBLICATIONS INC,,,
WebOfScience,Proceedings Paper,"Malchow, M; Bauer, M; Meinel, C",Embedded Smart Home - Remote Lab MOOC with Optional Real Hardware Experience for over 4000 students,2018,"MOOCs (Massive Open Online Courses) become more and more popular for learners of all ages to study further or to learn new subjects of interest. The purpose of this paper is to introduce a different MOOC course style. Typically, video content is shown teaching the student new information. After watching a video, self-test questions can be answered. Finally, the student answers weekly exams and final exams like the self test questions. Out of the points that have been scored for weekly and final exams a certificate can be issued. Our approach extends the possibility to receive points for the final score with practical programming exercises on real hardware. It allows the student to do embedded programming by communicating over GPIO pins to control LEDs and measure sensor values. Additionally, they can visualize values on an embedded display using web technologies, which are an essential part of embedded and smart home devices to communicate with common APIs. Students have the opportunity to solve all tasks within the online remote lab and at home on the same kind of hardware. The evaluation of this MOOCs indicates the interesting design for students to learn an engineering technique with new technology approaches in an appropriate, modern, supporting and motivating way of teaching.",,PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION,IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education,IEEE,,,
WebOfScience,Article,"Levine, IA; Gerk, CL; Gomez, SM; Nalley, JO; Nalley, MM",The Algae Foundation (R) and Algae Technology Educational Consortium,2021,"The Algae Foundation established in February 2013 has developed a diverse portfolio of algal-based education and workforce development programs covering education levels from kindergarten through college, aquaculture extension, and free online courses. The Algae Foundation created the Algae Technology Educational Consortium (ATEC) with five major foci including community college certificate program in algae cultivation; community college curriculum adopted for algal biotechnology degree programs; Algal Massive Open Online Courses (Algal MOOCs); Algae Academy, a kindergarten to 12th grade STEM curriculum initiative; and aquaculture extension education through the Algae Cultivation Extension Short courses (ACES). The results include the education and training of over 102,000 students, aquaculturists, entrepreneurs, and bioeconomy-based professionals aged 8-75 years in all 50 U.S. states and 66 countries. ATEC has completed agreements with 21 community colleges and universities located in Arizona, California, Connecticut, Hawaii, Louisiana, Maine, New Mexico, North Carolina, Oregon, Texas, and Washington. The first ATEC-sponsored certificate degree program graduation was in May 2018. The Algae MOOC #1 has had over 15,752 students enrolled. ATEC initiated the Algae Academy in spring 2016 in Carlsbad, CA, and expanded to serving over 34,000 students in 46 states during the academic year 2019-2020. ACES has enrolled over 1,550 students from 66 countries.",,JOURNAL OF THE WORLD AQUACULTURE SOCIETY,,WILEY,,,
WebOfScience,Proceedings Paper,"Qiu, JZ; Tang, J; Liu, TX; Gong, J; Zhang, CH; Zhang, Q; Xue, YF",Modeling and Predicting Learning Behavior in MOOCs,2016,"Massive Open Online Courses (MOOCs), which collect complete records of all student interactions in an online learning environment, offer us an unprecedented opportunity to analyze students' learning behavior at a very fine granularity than ever before. Using dataset from xuetangX, one of the largest MOOCs from China, we analyze key factors that influence students' engagement in MOOCs and study to what extent we could infer a student's learning effectiveness. We observe significant behavioral heterogeneity in students' course selection as well as their learning patterns. For example, students who exert higher effort and ask more questions are not necessarily more likely to get certificates. Additionally, the probability that a student obtains the course certificate increases dramatically (3x higher) when she has one or more certificate friends. Moreover, we develop a unified model to predict students' learning effectiveness, by incorporating user demographics, forum activities, and learning behavior. We demonstrate that the proposed model significantly outperforms (+2.03-9.03% by Fl-score) several alternative methods in predicting students' performance on assignments and course certificates. The model is flexible and can be applied to various settings. For example, we are deploying a new feature into xuetangX to help teachers dynamically optimize the teaching process.",,PROCEEDINGS OF THE NINTH ACM INTERNATIONAL CONFERENCE ON WEB SEARCH AND DATA MINING (WSDM'16),9th Annual ACM International Conference on Web Search and Data Mining (WSDM),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Article,"Garcia, MEC; Ferrer, MF; Lanna, LC",Massive Open Online Courses: 20 experts for a state of the art,2015,"What characteristics do Massive Open Online Courses (MOOC) have? What are its benefits compared with other online training methods? And its main limitations? What kinds of competencies are required to make a MOOC and what competencies are fostered? The MOOC' spread has come together with strong criticisms related to its educational value, the certification systems, the role of tutors, to the difficulties for its assessment or even the involved commercial business model. However, there are few scientific evidences about its operation, since the MOOC are a relatively recent phenomenon. A way to approach the state-of-the-art is asking the most reliable voices of our country. In this study we analysed in depth the point of view of 20 experts in educational technology from several Spanish universities by means of a questionnaire at the beginning of 2012 aiming at knowing their opinion about MOOC' characteristics, its benefits and limitations. Experts from different subjects and degrees of Spanish Universities agree some MOOC's benefits, such as accessibility and possibility of autonomous lifelong learning and at the same time, they perceive evident limitations relative to MOOC own features, interactivity and massivity and specially regarding assessment processes that characterise this training modality.",,REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC,,"UNIV EXTREMADURA, FAC EDUCACION",,,
WebOfScience,Article,"Robinne, FN; Gallagher, L; Brethaut, C; Schlaepfer, MA",A novel tool for measuring the penetration of the ecosystem service concept into public policy,2019,"The ecosystem services (ES) concept has gained traction amongst stakeholders involved in environmental regulation, yet little is known about the extent to which the ES concept has been translated into public policy. Here, we present a new online database of policy documents related to ES: GlobaLDES (https://tinyurl.com/GlobalDES). The database was created in 2016 and compiled through a crowdsourced process. Learners involved in a Massive Open Online Course (MOOC) were invited to submit documents that explicitly refer to ES. We included in our analysis documents related to laws, regulations, ordonnances, tax incentives, certification, and strategic planning. By early 2018 the database contained 136 relevant entries from 46 countries. Most examples (60%) were in a language other than English. More than 50% of entries addressed multiple ES or the link between biodiversity and ES. There was also a positive temporal trend towards inclusion of multiple ecosystem services. The GlobaLDES database represents the first known snapshot of the mainstreaming of the ES concept at a global scale. Our analysis suggests an accelerating adoption of the ES concept into policy. As the number of entries improves, GlobaLDES will serve as a useful benchmarking tool for monitoring the diffusion of the ES concept into policy-making.",,ECOSYSTEM SERVICES,,ELSEVIER,,,
WebOfScience,Article,"Smith, MA",Output from Statistical Predictive Models as Input to eLearning Dashboards,2015,"We describe how statistical predictive models might play an expanded role in educational analytics by giving students automated, real-time information about what their current performance means for eventual success in eLearning environments. We discuss how an online messaging system might tailor information to individual students using predictive analytics. The proposed system would be data-driven and quantitative; e.g., a message might furnish the probability that a student will successfully complete the certificate requirements of a massive open online course. Repeated messages would prod underperforming students and alert instructors to those in need of intervention. Administrators responsible for accreditation or outcomes assessment would have ready documentation of learning outcomes and actions taken to address unsatisfactory student performance. The article's brief introduction to statistical predictive models sets the stage for a description of the messaging system. Resources and methods needed to develop and implement the system are discussed.",,FUTURE INTERNET,,MDPI,,,
WebOfScience,Article,"Feng, LL; Jiang, HX; Wang, JL; Gong, YP","Design, implementation and evaluation of MOOCs and DBL-based cross-registration",2018,"To overcome geographical restrictions of the cross-registration, this study uses MOOCs and DBL as the learning approach to presents an implementation process of cross-registration in the course of Machinery Design. Cross-registration contains three steps: Pre-Registration, Learning Process, and Credit Certification. According to the characteristics of cross-registration, Learning process was realized through the mode which consists of Massive Open Online Courses (MOOCs) learning, traditional classroom and Design Based Learning (DBL). Project progression of DBL was elaborated, demonstrated and had been applied in cross-registration. This work aims at analyzing and reporting whether this MOOCs and DBL-based cross-registration has effects on a case study in Machinery Design Course. Students' performance and learning behaviors are analyzed in this article. The results indicate that the MOOCs-based cross-registration is practicable, Learning Process has positive influence on students' performance. Recommendations for future work and implications for practice will also be discussed.",,COMPUTER APPLICATIONS IN ENGINEERING EDUCATION,,WILEY,,,
WebOfScience,Article,"Gardair, C; Bousquet, G; de Bazelaire, C; Lehmann-Che, J; de Cremoux, P; Van Nhieu, JT; Battistella, M; Sockeel, M; Calvani, J; Peuchmaur, M; Molina, T; Gervais, J; Moenaert, E; Pottier, Y; Prevaut, L; Sekri, K; Bertheau, P",Results of the Massive Open Online Course (MOOC) on cancer diagnosis and evaluation of its impact on the perception of the pathology specialty,2017,"The Massive Open Online Course (or MOOC) Diagnostic Strategies Cancers, was hosted in autumn 2016 on the platform France Universite Numerique and had two levels of learners: students in the field of health and biology and the general public. Of the 5285 learners in 81 different countries, 1237 (23%) were successfully certified. This MOOC was also integrated into the teaching program of medical students of Paris Diderot University and Paris 13 University. Using anonymous questionnaires before and after MOOC, it has been shown that pathology is less known than other medical specialties. Participation in this MOOC led to a marked improvement in participants' knowledge of the place and role of the pathologist in the diagnosis of cancers. Regarding the students who have followed the MOOC as part of their university course, their comments were very positive, but it is necessary to make substantial adjustments in the amounts and contents of the campus-based courses. (C) 2017 Elsevier Masson SAS. All rights reserved.",,ANNALES DE PATHOLOGIE,,MASSON EDITEUR,,,
WebOfScience,Proceedings Paper,"Kappas, S; DimitriosTsolis",SECONDARY EDUCATORS' TRAINING VIA UNIVERSITY MOOCs: A CONTRASTIVE PRESENTATION AND SUGGESTIONS,2017,"Increasing demand for certified Lifelong-Learning Qualifications during the last decade has led to the rapid development of remunerated e-learning programmes by several Greek Universities. On the other hand, there have been no MOOCs (Massive Open Online Courses) created that utilize the Greek University Lifelong-Learning Centres' experience on Distance Learning. The aim of our research is to suggest a coordinated training framework for Secondary Education Teachers that makes use of the University MOOCs background experience. The axis of our research is Coursity, the only MOOCs platform launched by a University Lifelong-Learning Centre in April 2017. We record its main features and we analyze the EdX platform it deploys, both on a Pedagogical as well as on a Technological level. Our aim is to compare and contrast Coursity with the existing Mathesis which also offers MOOC courses and makes use of EdX. Next, we compare both of these platforms to the Open eClass Learning Management System (LMS) used by the Universities.Open Courses and we put forward methods to convert these Courses into MOOCs. Additionally, we investigate the cost, the required attendance time and the Certification of the MOOCs, Our research brings forth University MOOCs practices fitting to be utilized for the conversion of specific Open Courses into MOOCs and, especially, for the coordinated training of Secondary Education Teachers. Moreover, a methodology is suggested so as to invest the MOOCs in question with interactive features based on the connectivist learning theory, steering clear of the dominant behaviouristic features of existing MOOCs.",,"10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017)","10th Annual International Conference of Education, Research and Innovation (ICERI)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Sammour, G; Al-Zoubi, A; Gladun, A; Khala, K; Schreurs, J",MOOCs in Universities: Intelligent Model for Delivering Online Learning Content,2015,"A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no conditions on attendance. Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Over the past few years several Universities facilitated partnership with MOOCs providers and are building MOOC courses, to serve as e-learning versions of their courses. Despite all the advantages offered by the MOOC courses, the current statistics show that only a very limited number of registered learners are completing the course. And the vast majority are stopping learning at an early stage. The main reason can be found in the lack of motivation of the students to pass the exams to become a certificate, because universities do not accept the certificates for credits. The aim of this paper is to study the readiness of students to take MOOC courses on one hand and the acceptance of MOOC courses in Universities. A study is conducted on two Universities, Hasselt University, Belgium and Princess Sumaya University for Technology, Jordan. The results of the study are promising, as they suggest that such virtual study programs are accepted in both Universities. However, professors in both Universities elucidate concerns on accepting the equivalence of the MOOC courses to their own courses.",,2015 IEEE SEVENTH INTERNATIONAL CONFERENCE ON INTELLIGENT COMPUTING AND INFORMATION SYSTEMS (ICICIS),IEEE Seventh International Conference on Intelligent Computing and Information Systems (ICICIS),IEEE,,,
WebOfScience,Article,"Rayyan, S; Fredericks, C; Colvin, KF; Liu, A; Teodorescu, R; Barrantes, A; Pawl, A; Seaton, DT; Pritchard, DE",A MOOC based on blended pedagogy,2016,"We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an e-text, simple checkpoint problems and homework. We show how certain course design aspects affect student behaviour: (a) frequent quizzes correlated with students reading a large fraction of the e-text, and (b) When homework sets are arranged by increasing (instructor-estimated) difficulty, we found strong correlations between difficulty and time to solution, but weak correlations with percent correct. Modifications to the second offering of the course resulted in higher retention. These modifications included targeting physics teachers and posting materials well in advance. We define retention as certificates earned relative to participants who make a significant effort on the second assignment. Retention measured this way varied between 44% and 72%, being highest in the course aimed at teachers. We show that there is significant learning among MOOC participants. Applying item response theory to common homework problems showed that the MOOC participants had significantly higher ability than students in a Massachusetts Institute of Technology course and that they maintained this advantage over the duration of the MOOC.",,JOURNAL OF COMPUTER ASSISTED LEARNING,,WILEY,,,
WebOfScience,Proceedings Paper,"Song, YT; Wang, YQ; Yoon, Y",Empowering MOOCs Through Course Certifying Agency Framework,2017,"The arrival of Massive Open Online Course (MOOC) was hailed by many learners around the globe. More universities are willing to offer their top notch professor's courses as MOOC. However, when utilizing the knowledge from MOOCs, learners need to go through a number of hurdles-getting course completion certification (MS Global Learning Consortum: An example of LIP accessibility information, IMS Global Learning Consortium Inc., 2001, [10]) from various providers, get recognition of the knowledge level of a MOOC in the related domain, and make it searchable for various purposes. In this paper, we propose a MOOC course certifying agency framework, which merges learners' profiles from various MOOC providers so consolidated profiles are available in one place. Standards such as IMS LIP and Dublin Core (Feigenbaum and Prud' Hommeaux in SPARQL by example: a tutorial, Cambridge Semantics, 2011, [5]) are adopted and expanded to describe relate MOOC course profiles, learner profiles, learning goals, and related skill sets. It enables matching of qualified learner profiles for a job position and/or to identify a set of related MOOC course profiles for some learning goal. The potential employers look for a matching skill set from converged learner profiles through the agency. Each skill for the position goes through a mapping procedure with a corresponding MOOC course profile. After mapping skills to corresponding MOOCs, the framework searches for the converged profiles. The result is the list of learners who match or almost match a given job description.",,APPLIED COMPUTING AND INFORMATION TECHNOLOGY,"4th Int Conf on Applied Computing and Information Technology / 3rd Int Conf on Computational Science/Intelligence and Applied Informatics / 1st Int Conf on Big Data, Cloud Computing, Data Science and Engineering (ACIT-CSII-BCD)",SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Article,"Luik, P; Suviste, R; Lepp, M; Palts, T; Tonisson, E; Sade, M; Papli, K",What motivates enrolment in programming MOOCs?,2019,"Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course About Programming was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.",,BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY,,WILEY,,,
WebOfScience,Proceedings Paper,"Stephen, R; Yi, J",BUSINESSES ARE RAPIDLY ADOPTING MOOC'S-UNIVERSITIES AREN'T-WHAT CAN BE DONE?,2019,"A glance at the academic literature on Massive Open Online Courses (MOOCs) would convince anyone that the topic is one of the most visible issues in education technology, especially in postsecondary education. In spite of the high profile, MOOCs, in aggregate, have barely penetrated the online course offerings at colleges and universities. They are treated as experimental, unique, and relatively threatening interventions, often shunned by full-time faculty and ignored by administrators. Yet globally MOOCs have tens of millions of users in other sectors, such as skills and expertise assessment and micro credentials, and have a growing base of online learners who frequently avail themselves of MOOC-based short courses. Many businesses are diversifying from traditional methods of marketing, branding and client education to MOOC-facilitated interventions at an ever-increasing rate. But in the case of for-credit online courses in postsecondary education, MOOCs have not been popular, yielding instead to locally prepared and delivered course offerings. This is surprising because MOOCs were originally expected to be a dominant force in the online sector in higher education. This article examines three aspects of this peculiar problem. First, we present an overview of the current penetration of MOOCs in postsecondary education, taking note of the worldwide breadth of offerings, particularly in the sciences, but also in the arts, religion, economics, and more. Yet this impressive list of MOOC successes masks the fact that they are mostly offered piecemeal, not as full programmatic elements, resulting in MOOCs being but a tiny fraction of all online offerings in college today. In the United States, for example, about one-third of the 20 million college students are taking at least one course online, and one-sixth are taking all of their courses online, but only about one student in a thousand is obtaining academic credits through MOOCs. Next, we briefly summarize the amazing size and scope of MOOCs worldwide and the growth of some of the top MOOC developers. One of them, Coursera, already serves over 35 million learners. One of the reasons MOOCs have become so pervasive is an early characteristic that has continued to be part of the value equation: offering free versions of most courses. These free courses have become a vehicle for broadly defining the MOOC brand and also for financial success for developers, as learners moved to versions that charge a fee, often giving a certificate or badge or other evidence of achieving competency. We summarize some of the many successes of MOOCs outside the Academy-certificates, micro credentials, badges, and a variety of successful uses in the business world, generally described as Corporate Open Online Courses, COOCs. Finally, we suggest a possible solution to the problem, now being pursued by several of the largest MOOCs developers. It is a risky approach which takes advantage of the high customer/learner populations offered by universities and MOOC developers. This approach suggests a long-term trajectory whereby MOOCs can be a major instrument in reducing the unit cost of a college education, in a way that has been impossible so far for Online Program Management (OPM) vendors-delivering entire academic programs at significantly lower process. There are several significant MOOC projects already achieving this objective. The long-term implication of this approach is drastic tuition reductions, and a new era for MOOCs in higher education.",,"13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019)","13th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Wintermute, EH; Cisel, M; Lindner, AB",A survival model for course-course interactions in a Massive Open Online Course platform,2021,"Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our data set included 378,000 users and 1,000,000 unique registration events in France Universite Nume rique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students survive in a course for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a user's registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time.",,PLOS ONE,,PUBLIC LIBRARY SCIENCE,,,
WebOfScience,Article,"Jacquet, GA; Umoren, RA; Hayward, AS; Myers, JG; Modi, P; Dunlop, SJ; Sarfaty, S; Hauswald, M; Tupesis, JP","The Practitioner's Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences",2018,"Background: Short-term experiences in global health (STEGH) are increasingly common in medical education, as they can provide learners with opportunities for service, learning, and sharing perspectives. Academic institutions need high-quality preparatory curricula and mentorship to prepare learners for potential challenges in ethics, cultural sensitivity, and personal safety; however, availability and quality of these are variable. Objective: The objective of this study is to create and evaluate an open-access, interactive massive open online course (MOOC) that prepares learners to safely and effectively participate in STEGH, permits flexible and asynchronous learning, is free of charge, and provides a certificate upon successful completion. Methods: Global health experts from 8 countries, 42 institutions, and 7 specialties collaborated to create The Practitioner's Guide to Global Health (PGGH): the first course of this kind on the edX platform. Demographic data, pre- and posttests, and course evaluations were collected and analyzed. Results: Within its first year, PGGH enrolled 5935 learners from 163 countries. In a limited sample of 109 learners, mean posttest scores were significantly improved (p < 0.01). In the course's second year, 213 sampled learners had significant improvement (p < 0.001). Conclusion: We created and evaluated the first interactive, asynchronous, free-of-charge global health preparation MOOC. The course has had significant interest from US-based and international learners, and posttest scores have shown significant improvement.",,MEDICAL EDUCATION ONLINE,,TAYLOR & FRANCIS LTD,,,
WebOfScience,Article,"Cagiltay, NE; Cagiltay, K; Celik, B","An Analysis of Course Characteristics, Learner Characteristics, and Certification Rates in MITx MOOCs",2020,"Massive Open Online Courses (MOOCs), capable of providing free (or low cost) courses for millions of learners anytime and anywhere, have gained the attention of researchers, educational institutions, and learners worldwide. Even though they provide several benefits, there are still some criticisms of MOOCs. For instance, MOOCs' high dropout rates or predominantly elite participation are considered to be important problems. In order to develop solutions for these problems, a deeper understanding of MOOCs is required. Today, despite the availability of several research studies about MOOCs, there is a shortage of in-depth research on course characteristics, learner characteristics, and predictors of certification rates. This study examined MOOC and learner characteristics in detail and explored the predictors of course certification rates based on data from 122 Massachusetts Institute of Technology MOOCs (MITx) on edX platform as well as data about the 2.8 million participants registered in these MOOCs. The results indicated that as the number of courses offered and the number of learners enrolled increased in years, there was a decrease in the certification rates among enrolled learners. According to our results, the number of average chapters completed, total forum messages, and mean age predicted course certification rates positively. On the other hand, the total number of chapters in a course predicted the course certification rates negatively. Based on these results, shorter and more interactive MOOCs are recommended by considering the needs of the learners, course content design, and strategies encouraging the enrolled students to enter the courses.",,INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING,,ATHABASCA UNIV PRESS,,,
WebOfScience,Article,"Warren, JI; McLaughlin, M; Bardsley, J; Eich, J; Esche, CA; Kropkowski, L; Risch, S",The Strengths and Challenges of Implementing EBP in Healthcare Systems,2016,"BackgroundMultihospital healthcare system leaders and individual nurses are challenged to integrate standardized evidence-based practices that support continuous performance improvement in their systems. AimThis study was undertaken to evaluate the strength of and the opportunities for implementing evidence-based nursing practice across a diverse 9-hospital system located in the mid-Atlantic region. MethodsA cross-sectional survey of 6,800 registered nurses (RNs), with a 24% response rate, was conducted to learn about their attitudes, beliefs, and perceptions toward organizational readiness and implementation of EBP. ResultsAlthough respondents' beliefs about EBP were positive, they reported their ability to implement EBP as extremely low. More than one third (36%) of the respondents worked at two of the system's Magnet designated hospitals. Magnet RNs reported more resources and held more positive beliefs about their hospital's organizational readiness for EBP. Nurses who possess advanced nursing degrees, certification, and who serve in leadership roles were favorable toward EBP. Younger RNs with fewer years in practice were more likely to have positive beliefs toward EBP and embedding it into the organizational culture. Linking Evidence to PracticeFindings mirror previous research where nurses internationally favor EBP yet struggle with similar barriers for implementation. Strategies to link this evidence to action can be taken at local and global levels. Locally, transformational nurse leaders within each hospital can share the vision for implementing EBP and embrace Magnet principles. At the system level, transformational nurse leaders can collectively allocate resources to create a system-wide online EBP education plan with EBP competencies and tool kit to increase RN exposure to EBP and standardize practice. Globally, promoting free and accessible EBP massive open online courses (MOOC) and sharing best practices online and at international forums such as Magnet conferences will help to lead, educate, and mentor nurses with strategies to systematically increase EBP uptake.",,WORLDVIEWS ON EVIDENCE-BASED NURSING,,WILEY,,,
WebOfScience,Article,"Impey, CD; Wenger, MC; Austin, CL",Astronomy for Astronomical Numbers: A Worldwide Massive Open Online Class,2015,"Astronomy: State of the Art is a massive, open, online class (MOOC) offered through Udemy by an instructional team at the University of Arizona. With nearly 24,000 enrolled as of early 2015, it is the largest astronomy MOOC available. The astronomical numbers enrolled do not translate into a similar level of engagement. The content consists of 14 hours of video lecture, nearly 1,000 Powerpoint slides, 250 pages of background readings, and 20 podcast interviews with leading researchers. Perhaps in part because of the large amount of course content, the overall completion rate is low, about 3%. However, this number was four times higher for an early cohort of learners who were selected to have a prior interest in astronomy and who took the class in synchronous mode, with new content being added every week. Completion correlates with engagement as measured by posts to the online discussion board. For a subset of learners, social media like Facebook and Twitter provide an additional, important mode of engagement. For the asynchronous learners who have continuously enrolled for the past 15 months, those who complete the course do so quickly, with few persisting longer than two months. The availability of a free completion certificate had no impact on completion rates when it was added midway through the period of data analyzed in this paper. This experiment informs a new offering of an enhanced version of this MOOC via Coursera, along with a co-convened flipped introductory astronomy class at the University of Arizona, where the video lectures will be online and class time will be used exclusively for small group labs and hands-on activities. Despite their typically low completion rates, MOOCs have the potential to add significantly to public engagement with science, and they attract a worldwide audience.",,INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING,,ATHABASCA UNIV PRESS,,,
WebOfScience,Article,"Kahan, T; Soffer, T; Nachmias, R",Types of Participant Behavior in a Massive Open Online Course,2017,"In recent years there has been a proliferation of massive open online courses (MOOCs), which provide unprecedented opportunities for lifelong learning. Registrants approach these courses with a variety of motivations for participation. Characterizing the different types of participation in MOOCs is fundamental in order to be able to better evaluate the phenomenon and to support MOOCs developers and instructors in devising courses which are adapted for different learners' needs. Thus, the purpose of this study was to characterize the different types of participant behavior in a MOOC. Using a data mining methodology, 21,889 participants of a MOOC were classified into clusters, based on their activity in the main learning resources of the course: video lectures, discussion forums, and assessments. Thereafter, the participants in each cluster were characterized in regard to demographics, course participation, and course achievement characteristics. Seven types of participant behavior were identified: Tasters (64.8%), Downloaders (8.5%), Disengagers (11.5%), Offline Engagers (3.6%), Online Engagers (7.4%), Moderately Social Engagers (3.7%), and Social Engagers (0.6%). A significant number of 1,020 participants were found to be engaged in the course, but did not achieve a certificate. The types are discussed according to the established research questions. The results provide further evidence regarding the utilization of the flexibility, which is offered in MOOCs, by the participants according to their needs. Furthermore, this study supports the claim that MOOCs' impact should not be evaluated solely based on certification rates but rather based on learning behaviors.",,INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING,,ATHABASCA UNIV PRESS,,,
WebOfScience,Proceedings Paper,"Lim, CL; Tang, SF; Ravichandran, P",A Study on the Mediation Effects of Intention to Enroll in MOOCs on its Actual Usage,2015,"The paradigm shift in the usage of Massive Open Online Course in Malaysia has reached a vital landmark with the recent launch of credit transfer guidelines for MOOCs by the Malaysian Qualification Agency (MQA) on 27th September 2016. Although the use of MOOCs in Malaysian Universities are evident from the Malaysian OpenLeanring MOOCs portal, still the millions of learners who have already participated in MOOCS, do not move to the stage of obtaining a completion certificate (Kolowick, 2013). As such, in the context of Malaysia, there seems to be a serious concern for all those who wish to implement MOOCs in their pedagogical system. This research employed the bootstrapping resampling approach of Shrout and Bolger (2002) to assess the mediating effects of Intention to Enroll in MOOCs (IE). The mediation analysis was used to determine the mediation effects of Intention to Enroll in MOOCs (IE) on relationships between Facilitating Conditions (FC) and Habit (HB) as independent variables and MOOCs Actual Usage (AU) as dependent variable. From the results of mediation analysis it was found that Intention to Enroll in MOOCs (IE) partially mediates the relationship between Habit (HB) and MOOCs Actual Usage (AU).",,"PROCEEDINGS OF THE 2017 8TH INTERNATIONAL CONFERENCE ON E-EDUCATION, E-BUSINESS, E-MANAGEMENT AND E-LEARNING (IC4E 2017)","8th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E)",ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Kausch, AP; Hague, J; Nelson, K",ISSUES IN BIOTECHNOLOGY: A MASSIVE OPEN ONLINE COURSE (MOOC) COVERING IN SIMPLE TERMS BASIC KNOWLEDGE ABOUT DNA AND BIOTECHNOLOGY,2013,"Currently there is a wide disparity between the knowledge of the general public about DNA and biotechnology and the actual science and its applications. This gap is growing wider every day and has created a current educational crisis about DNA, how life works and biotechnology. The largest challenges in biotechnology right now are not technological, but those of public perception as biotechnology education has not kept pace with the rapid growth of its science. A working knowledge of DNA, genetics and biotechnology has become as fundamental to a basic education as an understanding of the solar system. A highly successful General Education OnCampus course on biotechnology has been developed to meet this need for a general audience into an OnLine course which is now made further accessible as a MOOC. The material and format for this course on general biotechnology has created a versatile platform for teaching about the various topics in biotechnology today. This course is intended for the general public, life sciences industry science and non-science staff, high school teachers and undergraduate students regardless of their major or degree program. There are no prerequisites. An online series of lectures and the platform of educational materials has been created that allows for the presentation of independent modules on the various topics. This flexible platform also has been used to develop workshops for various industries and their science and non-science staff. The more our society understands the fundamentals about biotechnology, the better equipped they will be to participate affecting career opportunities, economic development, policy and decision making, as well as general consumer education in a lifelong learning process. All course lectures and materials can be viewed at www. lifeedu.us. This OnLine course and its MOOC aim to accomplish three goals: 1) to provide basic knowledge about DNA, genomics and biotechnology that is fundamental to the how biological life functions, 2) to provide a literate knowledge of the current applications in biotechnology, and career opportunities in the growing fields that are related to biotechnology; and 3) to learn about the issues and ethics concerning the future of biotechnology and our society. This general educational course is for all undergraduate, HS students, teachers and the general public globally through lifeedu. us. The Course can be taken in four ways: (I) As a three (3) credit hour General Education class for College Credit through the University of Rhode Island; (II) As a Massive Open OnLine Course to receive a recognized Certificate through lifeedu. us; (III) As Certification Modules suited to the student's interest to receive a recognized Certificate through lifeedu. us; and, (IV) For free as an open educational experience.",,"7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013)","7th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Lazaroiu, G; Popescu, GH; Nica, E",DEMOCRATIZING EDUCATION: THE POTENTIAL OF EDX IN REVOLUTIONIZING LEARNING,2016,"An open source learning management system (LMS) and course authoring tool, edX has been set up as a not-for-profit enterprise and its primary backing has come from MIT and Harvard. EdX is testing out diverse proposals to improving its set of courses and producing returns, offering paid-for services for students who are employing the platform as a distribution mechanism for their own courses, and is providing a suite of charged-for services to its collaborators. EdX furnishes its university partners a selection of two cooperation patterns. The first (the university self-service model) fundamentally enables an involved institution to utilize edX's platform as a free learning-management arrangement for a course if portion of any returns brought about by the course proceed to edX. The second (the edX-supported model) assigns the institution in the function of consultant and design collaborator, providing production assistance to universities for their Massive Open Online Courses (MOOCs). EdX does not charge for the certificates that productive learners obtain for passing the supervised exams. This paper analyzes the edX's approach of doubling down on producing higher quality, customized and virtually supervised learning experiences that can be provided for credit to assimilators on a route towards a degree. With more 90 partner entities, $60 million as capital and over than 6 million learners, to supply credit edX should establish quality learning settings that satisfy the demands of various learners, and are accepted as valid by organizations and employers (the edX courseware should alter from a content distribution platform into a thorough learning experience).",,"ELEARNING VISION 2020!, VOL III",12th International Scientific Conference on eLearning and Software for Education (eLSE),CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE,,,
WebOfScience,Review,"Hew, KF; Cheung, WS",Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges,2014,"Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students' work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved - the quality of MOOC education, and the assessment of student work. (C) 2014 Published by Elsevier Ltd.",,EDUCATIONAL RESEARCH REVIEW,,ELSEVIER SCI LTD,,,
WebOfScience,Proceedings Paper,"Poelmans, S; Wautelet, Y",LEARNERS' MOTIVATION AND THE SUCCESS OF MOOCS,2016,"In a few years time, MOOCs (Massive Open Online Courses) have known a remarkable success with millions of participants worldwide. Unfortunately, MOOCs can hardly be considered a success story when it comes to the completion rates, High dropout rates are an important argument to claim that MOOCs do not withstand the comparison with traditional university programs. However, learners who enroll in a MOOC do not necessarily want certification but might have various reasons for subscribing. In this study we use Self-regulation Learning (SRL) as an initial framework to examine the role of students' motivation in their perception of the success of MOOCs. The motivational concepts from SRL are mapped to an adaptation of technology acceptance models (e.g. UTAUT) and the Delone and McLean Information Success model, and validated with an international sample of MOOC learners. An empirical analysis reveals that most MOOC users are intrinsically goal oriented and not per se in search of certification or curriculum building. Intrinsic motivation and perceived enjoyment are, contrary to extrinsic motivation, the most important determinants of satisfaction and continuance intention. Such knowledge might have ramifications for the design of MOOCs and raise doubt as to whether MOOCs should be regarded as equivalents of conventional higher education courses.",,EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,8th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Phan, T; McNeil, SG; Robin, BR",Students' patterns of engagement and course performance in a Massive Open Online Course,2016,"A series of Massive Open Online Courses (MOOCs) in the Curriculum and Instruction (CUIN) Department at a university are collaboratively being designed and developed by a team of doctoral students with mentorship from two CUIN professors. The first two MOOCs, Powerful Tools for Teaching and Learning: Digital Storytelling MOOC (DS MOOC) and Powerful Tools for Teaching and Learning: Web 2.0 Tools, have been developed and offered multiple times on the Coursera platform. This paper reports on the relationships between learners' patterns and motives of engagement and their prior subject knowledge with their course performance in the Digital Storytelling MOOC. Results from this study indicate that learners who demonstrated active engagement in the MOOC tended to outperform other learners who did not practice this trait. Learners whose motives for participation involved earning the Continuing Professional Development certificate, gaining skills, ideas and inspirations, and improving their professional practice outperformed the students who valued these traits less. Learners who possessed moderate level of content knowledge seemed to benefit most from the course. This paper contributes insight into aspects of students' behaviors that possibly contributed to their success in a MOOC and invites discussion on how to reinforce these traits. (C) 2015 Elsevier Ltd. All rights reserved.",,COMPUTERS & EDUCATION,,PERGAMON-ELSEVIER SCIENCE LTD,,,
WebOfScience,Article,"Lee, Y",Effect of uninterrupted time-on-task on students' success in Massive Open Online Courses (MOOCs),2018,"This study investigated the relationship between uninterrupted time-on-task and academic success of students enrolled in a Massive Open Online Course (MOOC). The variables representing uninterrupted time-on-task, such as number and duration of uninterrupted consecutive learning activities, were mined from the log files capturing how 4286 students tried to learn Newtonian mechanics concepts in a MOOC. These variables were used as predictors in the logistic regression model estimating the likelihood of students getting a course certificate at the end of the semester. The analysis results indicate that the predictive power of the logistic regression model, which was assessed by Area Under the Precision-Recall Curve (AUPRC), depends on the value of off-task activity threshold time, and the likelihood of students getting a course certificate increases as students were doing more uninterrupted learning activities over a longer period of time. The findings from this study suggest that a simple count of learning activities, which has been used as a proxy for time-on-task in previous studies, may not accurately describe student learning in the computer-based learning environment because it does not reflect the quality, such as uninterrupted durations, of those learning activities. (C) 2018 Elsevier Ltd. All rights reserved.",,COMPUTERS IN HUMAN BEHAVIOR,,PERGAMON-ELSEVIER SCIENCE LTD,,,
WebOfScience,Article,"Ricart, S; Villar-Navascues, RA; Gil-Guirado, S; Hernandez-Hernandez, M; Rico-Amoros, AM; Olcina-Cantos, J","Could MOOC-Takers' Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks",2020,"Research interest in massive online and open courses (MOOCs) is rapidly growing, questioning who enrolls, why and how to conceive engagement, and success rates. This study is focused on MOOC-takers behavior obtained from a seven-week MOOC experience on natural risks. Data scraping principles have been used to collect data. Demographics, success-dropout rates, engagement periods, achievement and scoring, and behavior were analyzed through descriptive statistics, non-parametric correlation analysis, and statistical hypothesis testing. The results show that students who start earlier and those who finish earlier the course obtain better grades in some of the modules (motivation and background on natural risks could be the explanation). However, for 'last moment students', speed in passing the modules is either related to greater motivation, although in this case it is not related to better grades. Furthermore, students who complete tasks during the weekend take less time to complete the modules and obtain a better grade. In addition, a learning strategy is promoted by reconsidering who is learning:players(those who complete the course and earning a certificate),auditors(those who have completed a thematic unit or the whole module, earning partial knowledge), andspectators(those enrolled until the end of the course, who intend earning experience in e-learning).",,SUSTAINABILITY,,MDPI,,,
WebOfScience,Article,"Alshehri, M; Alamri, A; Cristea, AI; Stewart, CD",Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs,2021,"Since their 'official' emergence in 2012 (Gardner and Brooks 2018), massive open online courses (MOOCs) have been growing rapidly. They offer low-cost education for both students and content providers; however, currently there is a very low level of course purchasing (less than 1% of the total number of enrolled students on a given online course opt to purchase its certificate). The most recent literature on MOOCs focuses on identifying factors that contribute to student success, completion level and engagement. One of the MOOC platforms' ultimate targets is to become self-sustaining, enabling partners to create revenues and offset operating costs. Nevertheless, analysing learners' purchasing behaviour on MOOCs remains limited. Thus, this study aims to predict students purchasing behaviour and therefore a MOOCs revenue, based on the rich array of activity clickstream and demographic data from learners. Specifically, we compare how several machine learning algorithms, namely RandomForest, GradientBoosting. AdaBoost and XGBoost can predict course purchasability using a large-scale data collection of 23 runs spread over 5 courses delivered by The University of Warwick between 2013 and 2017 via FutureLearn. We further identify the common representative predictive attributes that influence a learner's certificate purchasing decisions. Our proposed model achieved promising accuracies, between 0.82 and 0.91, using only the time spent on each step. We further reached higher accuracy of 0.83 to 0.95, adding learner demographics (e.g. gender, age group, level of education, and country) which showed a considerable impact on the model's performance. The outcomes of this study are expected to help design future courses and predict the profitability of future runs; it may also help determine what personalisation features could be provided to increase MOOC revenue.",,INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION,,SPRINGER,,,
WebOfScience,Proceedings Paper,"Becar, JP; Canonne, JC; Seppala, M; Mayeur, A",COMPUTER AIDED TEACHINGS SYSTEMS,2016,"The main subject of this paper deals with massive online open courses -MOOCs- in short. That is the use of computers to learn and teach. The term computer refers to internet, common and specialized software and mostly new ways to communicate and to have flexible access to any information. The paper is focusing on two main topics. First, three completed experiments of MOOCs in science and in human science have been supervised by the first three authors. Second, the general content and containers of MOOCs are here presented involving the French case on digital university on what the last author is working as an expert. The two first experiments on MOOCs are based on robotics and computer science. They are concerned with a group of twelve bachelor of technology students in electrical engineering. The MOOCs certificate takes a part of the final assessment. The third MOOC offers lessons on the leadership behaviour. A group of twelve students in bachelor of technology in Environmental Engineering domain have taken part to a leadership and management course. This course included straight at the starts, a participation to a MOOC. In all three presented examples, the teachers were always helping students. Weekly meetings and briefing planned in the agenda make the students more confident to themselves, give the teacher the opportunity to focus on any growing up difficulty and improve students behaviour to share knowledge. The feedback of the use of MOOCs is launching new questions about the impact of learning, teaching and evaluating online. The MOOCs interest is getting up due to the free, easy and available access to numerous domains covering sciences, philosophy, literature, management. MOOCs could be an answer for the knowledge worldwide sharing. The MOOCs providers are mainly coming from USA, UK, Germany, Spain and France. That implies a large amount of universities worldwide are collaborating with the providers. In France, the digital University platform has been launched at the end of 2013. Courses are available since 2014. They cover domains as Mathematics, Philosophy, History, Public Health. Within two years, one million of attendees took part to these online courses. The last author of this article offers his experience as an expert in digital University. The validation of the online certificate, the development of portfolio are two important subjects that deal with MOOCs.",,EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,8th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Article,"Kumar, K",A study of Veterinary Scholars' Perception of MOOCs,2019,"Purpose Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to any person to enroll, are free to begin and are delivered completely online, thus contradicting the spatial limitations of a traditional classroom. This study aims to present the findings of a study among veterinary science students examining their perceptions of MOOCs. In total, 200 participants were randomly selected for the survey, out of which 177 responded, owing to a response rate of 88.7 per cent. Majority of the respondents (93 per cent) opined MOOCs supplement other learning methods and provide lifelong opportunity. A study report established that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent), and 65 per cent knowledge seekers ranted the enormous propaganda about MOOCs are not because of the technology's inherent edifying value, but because of the incredible potentials of lower costs. The participants in this survey valued their course and overall MOOC experience pleasing. Design/methodology/approach The aim of the study is to explore veterinary students' perception of MOOCs featuring in their subject of interest. The questionnaire was written in English because it is the teaching language for undergraduates and postgraduates in most Indian higher education institutes, including the one used as a context for this study. The online questionnaires were electronically mailed to a sample of veterinary students (undergraduate and postgraduate) with a consent form seeking their permission for participation in this study and swearing them the confidentiality of their responses. The e-mail included information about the purpose of the study as well as the URL to the survey site, demographic questions on age, gender and education. This part was followed by an important research question asking if the student had heard about the new open online educational system (MOOCs) provided in websites, including Coursera, Edx, Udacity and FutureLearn, among others. Based on respondents' answers, they were directed to different sections. Students who knew about MOOCs were asked various mode of getting enrolled in MOOCs. If they were not enrolled in any course, the respondents were asked about the limitations to their use. Enrolled students were questioned on their perspectives and experiences with MOOCs. For students who gained certificates, were enquired for their level of satisfaction, opinions about the integration of MOOCs into the veterinary field and hindrances encountered during accessing the course. Out of a total of 200 students who initially agreed to take part, 177 responses were received, with a response rate of 88.50 per cent, with no cases of missing data. The data were stored automatically in the hosted online survey service into a separate database after the submission of the responses. The descriptive data analyses (such as average) were led using the data analysis tool provided. Findings Even though most MOOCs do not provide academic credit or result in a degree, some of the biggest beneficiaries of MOOCs are students formally enrolled in an academic program, are provided a free mode to obtain additional academic assistance that would not otherwise be available (Parke Muth, 2018)15. Correspondingly, 93 per cent of the students opined MOOCs supplement other learning methods and provide lifelong opportunity. Learning has traditionally cost both money and time. With MOOCs, it now just costs time. In total, 24 per cent of the participants have discoursed free of cost as one of the intentions to choose their course. Almost every respondent (99 per cent) was interested toward online discussion forum, and 91 per cent preferred course materials containing video and audio files were pretty beneficial, while 88 per cent felt teaching through electronic whiteboard was the most advantageous criterion in their course. The study findings indicated that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent). Originality/value Animal health involves household pets and their care, in addition to livestock health and protection from diseases like bovine babesiosis, bovine tuberculosis and heartwater. There are numerous MOOCs offering online, contact or blended interventions in veterinary science and animal health that afford professionals quick and easy options to obtain credentials, including courses in pharmacology and toxicology, practice management, veterinary and para-veterinary studies, veterinary tropical diseases, radiology and wildlife management. As it is necessary to gain an understanding of the veterinary students' level of familiarity and their insight toward the MOOC concept, the study attempts to explore their knowledge through an online survey.",,INFORMATION AND LEARNING SCIENCES,,EMERALD GROUP PUBLISHING LTD,,,
WebOfScience,Proceedings Paper,"Zhao, C; Bhalla, S; Halliday, L; Travaglia, J; Kennedy, J",Exploring the Role of Assessment in Developing Learners' Critical Thinking in Massive Open Online Courses,2017,"Massive Open Online Courses (MOOCs) have provided learners unprecedented opportunities to access university level education. As a form of largely free and self-paced education, MOOCs are less formal than credit-bearing university courses. It is often the case that MOOCs do not count toward a formal university qualification, and that majority learners enter MOOCs for various purposes other than specifically gaining a certificate. As a result, assessment and critical thinking, valued by universities as important learning outcomes are thought to be less relevant to MOOCs learners or designers. In the last couple of years, however, a few universities have started to design credit-bearing MOOCs as part of university programs. The aim is to encourage quality learning and outcomes that satisfy formal university assessment criteria. MOOCs designed to target particular groups of professionals for career advancement are also emerging. Both trends require a rethink of the relevance of assessment and critical thinking in MOOCs. This paper provides a case study of a MOOC targeted at health professionals, which demonstrates how self-and peer-assessment are designed to encourage critical thinking, and includes a discussion on future directions and constraints of this work-in-progress. The paper proposes that critical thinking is relevant for learning in MOOCs and that carefully designed assessment tasks are essential for developing MOOCs' learners' critical thinking.",,DIGITAL EDUCATION: OUT TO THE WORLD AND BACK TO THE CAMPUS,5th European MOOCs Stakeholders Summit (EMOOCs),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Article,"Arrufat, MJG; Sanchez, VG; Santiuste, EG",TRENDS IN ASSESSMENT IN MASSIVE OPEN ONLINE COURSES,2015,"Assessment is a central characteristic in the design of massive open online courses (MOOCs) (Sandeen, 2013). Although this phenomenon is new, the literature on e-assessment suggests a direction based on a knowledge base derived from research into the support needs of the participants' learning. Together with assessment, participant satisfaction with MOOCs takes on a special role when we consider the interest of the courses and their high drop-out rate. We have two objectives in this paper; on one hand, we analyze the assessment processes in 87 MOOCs developed on different international platforms (Coursera, Udacity, MiriadaX, EdX, and RedunX) at Spanish universities (AbiertaUGR, UPVX, UniMOOC, UnedComa, and Ehusfera) and others; while on the other hand, we reflect on these processes assisted by the study of the MOOCs developed at the University of Granada (Spain). We describe the results classified according to: what is assessed, who performs the assessment, time at which assessment occurs, instruments employed, type of assessment, and type of the certification (participation/accreditation). We study the satisfaction of 513 participants in courses of the first edition offered by AbiertaUGR in 2013. Participant satisfaction is related to interactivity, and the learning perceived corresponds to a formative assessment or assessment for learning. Suggestions for improvement are given for the pedagogical design of the assessment in future MOOCs.",,EDUCACION XX1,,UNIV NACIONAL EDUCACION DISTANCIA,,,
WebOfScience,Proceedings Paper,"Stohr, C",THE MICROMASTERS CONCEPT AS A MIXED BLESSING - FIRST EXPERIENCES FROM DEVELOPING A MOOC PROGRAM IN EMERGING AUTOMOTIVE TECHNOLOGIES,2018,"Massive Open Online Courses (MOOCs) continue to be part of the educational landscape. Recently, edX introduced the concept of a MicroMasters program, a series of courses on graduate level that upon successful completion both lead to an own-standing professional certificate and also offer a pathway to credit in a regular master program of the MOOC-hosting university. This paper reports on first experiences of setting up a MicroMasters program Emerging Automotive Technologies developed by Chalmers University of Technology. The study uses data from (1) pre- and post- course surveys, (2) activity analytics, (3) performance measures and experiential data from the course developers of the first MOOC in the program. The results show that the additional conditions and stakeholders add new and sometimes conflicting objectives to the MOOC development process that cannot be easily aligned. Nevertheless, the first MOOC of the program is considered a successful start. Compared to traditional MOOCs, the study indicates that there is little difference between the learner populations. On the other hand, the levels of activity were significantly higher throughout the course. The paper concludes that the concept of the MicroMasters program is a mixed blessing with new layers of complexity in the MOOC development process. If managed successfully - the MicroMasters concept can lead to higher quality of the MOOC as well as higher motivation and better learning experiences among the MOOC participants.",,EDULEARN18: 10TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,10th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Henno, J; Jaakkola, H; Makela, J",From Learning to E-learning to M-learning to C-learning to ... ?,2014,"Need for Higher Education is growing rapidly - by 2020 two thirds of all jobs will require postsecondary education [1]. The current higher education system cannot satisfy this need in many fields, e.g. Gartner predicts, that already in 2015 only a third of jobs for big data analysts can be filled [2]. The rapid development of Information and Communication Technology (ITC, IT) has changed many aspects of teaching and learning. Educational materials are moving into cloud(s) and degrees are given on-line ('Master's Degree Online Directory' lists over 90,000 programs [3]), old-fashioned Colleges and Universities with large campus, staff and high costs are getting more and more competition from numerous educational entrepreneurs, who start massive open online courses (MOOC) with millions of users/students from all around the world; they establish new on-line universities where costs of obtaining a degree are marginal compared to 'brick-and-mortal' universities and which are open to nearly everyone independent of user geographical location. Until now MOOC have not yet proved their value - less than 4% of enrollees complete the courses [4] and they do not receive (yet) university diploma. But the World most prestigious technical university, MIT, has already set up a certification system - students who can master the subjects taught in MOOC receive an official certificate of completion [5]. Although these certificates will not carry the weight of a traditional MIT diploma (they will be issued by started by MIT online learning initiative called MITx), but the word 'MIT' alone carries a weight. When speaking about possibilities of IT in education most speakers/writers are excitedly discussing technology - servers, communication lines, bandwidth, security (preferably all in thick cloud of technical jargon). Nearly nobody presents practical experience, suggestions and/or theories about how to teach with this new technology in order best to utilize its possibilities. The 'education in the cloud' mainly consists of video clips trying to repeat the classroom experience: recorded before the old-fashioned blackboard (only nowadays it is white), where professor is presenting the same lecture what he presented in lecture hall, only now lectures are cut into 5-10 min video clips - the 'mobile approach'. Is this why the old lecture halls are still needed? Rapidly increasing costs of University Education, increasing competition of educational entrepreneurs and constant increase of population of working students have made clear, that both sides of University education - teaching/learning and accrediting, giving diplomas need changes. University Education should more take into account students informal and non-formal learning, their participation in professional work - both in organization of study and in certification. In the following are considered several aspects of current situation, presented practices which authors use when teaching IT students and examined possible changes in universities teaching and certification methods.",,"2014 37TH INTERNATIONAL CONVENTION ON INFORMATION AND COMMUNICATION TECHNOLOGY, ELECTRONICS AND MICROELECTRONICS (MIPRO)","37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)",IEEE,,,
WebOfScience,Article,"Funk, E; Riddell, J; Ankel, F; Cabrera, D","Blockchain Technology: A Data Framework to Improve Validity, Trust, and Accountability of Information Exchange in Health Professions Education",2018,"Health professions educators face multiple challenges, among them the need to adapt educational methods to new technologies. In the last decades, multiple new digital platforms have appeared in the learning arena, including massive open online courses and social-media-based education. The major critique of these novel methods is the lack of the ability to ascertain the origin, validity, and accountability of the knowledge that is created, shared, and acquired. Recently, a novel technology based on secured data storage and transmission, called blockchain, has emerged as a way to generate networks where validity, trust, and accountability can be created. Conceptually, blockchain is an open, public, distributed, and secure digital registry where information transactions are secured and have a clear origin, explicit pathways, and concrete value. Health professions education based on blockchain will potentially allow improved tracking of content and the individuals who create it, quantify educational impact on multiple generations of learners, and build a relative value of educational interventions. Furthermore, institutions adopting blockchain technology would be able to provide certification and credentialing of health care professionals with no intermediaries. There is potential for blockchain to significantly change the future of health professions education and radically transform how patients, professionals, educators, and learners interact around safe, valid, and accountable information.",,ACADEMIC MEDICINE,,LIPPINCOTT WILLIAMS & WILKINS,,,
WebOfScience,Proceedings Paper,"Chin, P",THE POTENTIAL IMPACT OF MASSIVE OPEN ONLINE COURSES ON TECHNOLOGY EDUCATION AND GLOBALIZATION,2019,"For decades it has been identified by practitioners, educators and governments that there is a significant digital divide because of a lack of easy and ready access to the internet across countries. Over the years, this disparity has decreased somewhat because of open markets and global competition and the infiltration of telecommunication companies into some of these countries. These telecommunication companies provide the infrastructure and services needed to get access to the internet. This improvement addresses one aspect however, another area of disparity that is often highlighted is the availability and access to technology education and the development of the skill sets needed to succeed in this area. Globally we have seen the use of technology grow exponentially in every area of life from communications to production and supply chain management to the financial sector and the economy. It would therefore seem that it is in the best interest of any country to have its people embrace technology and acquire the skills needed to utilize technology effectively. For some countries however the economic cost of this type of education for all its citizens is a deterrent. Technology education and training can be obtained utilizing a variety of different methodologies both formal and informal, such as degrees, certifications, skill-based courses, self-taught tools and techniques. The internet has also had a significant impact on course availability, delivery and the way individuals learn. One such area that has evolved with over a dozen different platforms is in eLearning using Massive Open Online Courses (MOOC). A MOOC is a course of study in a specific area that is available online to anyone who wishes to utilize it. Most MOOCs are free, although some do have a fee which is charged for value-added services. Several universities and colleges in the United States and other countries globally have created MOOCs which are available for anyone to use. In 2016 it was reported that there were over 6000+ MOOC courses with over 58 million students enrolled. The research question being explored here focuses on the potential impact that this may have on bridging the gap in the area of technology education and the potential for a globalized educational platform. Do MOOCs have the potential of levelling the playing field as it relates to the availability of skills-based training in technology and other fields of study.",,EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,11th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Rizvi, S; Rienties, B; Rogaten, J; Kizilcec, RF",Investigating variation in learning processes in a FutureLearn MOOC,2020,"Studies on engagement and learning design in Massive Open Online Courses (MOOCs) have laid the groundwork for understanding how people learn in this relatively new type of informal learning environment. To advance our understanding of how people learn in MOOCs, we investigate the intersection between learning design and the temporal process of engagement in the course. This study investigates the detailed processes of engagement using educational process mining in a FutureLearn science course (N = 2086 learners) and applying an established taxonomy of learning design to classify learning activities. The analyses were performed on three groups of learners categorised based upon their clicking behaviour. The process-mining results show at least one dominant pathway in each of the three groups, though multiple popular additional pathways were identified within each group. All three groups remained interested and engaged in the various learning and assessment activities. The findings from this study suggest that in the analysis of voluminous MOOC data there is value in first clustering learners and then investigating detailed progressions within each cluster that take the order and type of learning activities into account. The approach is promising because it provides insight into variation in behavioural sequences based on learners' intentions for earning a course certificate. These insights can inform the targeting of analytics-based interventions to support learners and inform MOOC designers about adapting learning activities to different groups of learners based on their goals.",,JOURNAL OF COMPUTING IN HIGHER EDUCATION,,SPRINGER,,,
WebOfScience,Article,"De Amescua, A; Alvarez-Rodriguez, JM; Sanchez-Segura, MI; Medina-Dominguez, F",An Agile Framework Definition for Creating an Engineering Massive Open Online Course from Scratch: A Case Study,2016,"Massive Open Online Courses (MOOCs) have emerged as disruptors to higher education bringing the possibility to access learning contents to thousands of students from all over the world. MOOCs are a new way to design and deliver online learning. Learners become part of an on-line community where they can participate as reviewers, collaborate with each other and are engaged in watching videos and other multimedia resources. However, MOOCs are also generating a huge debate around three different aspects: the learning process including evaluation and certification criteria, the lack of skills among instructors to design and plan MOOCs and the technical and security issues of MOOC platforms. More specifically, institutions are currently making a great effort to become part of main facilitators' platforms. They are creating a good number of methodologies, guidelines and best practices to equip instructors with the necessary skills to produce high-quality learning resources that can encourage learners' participation and decrease the dropout rate. On the other hand, engineering education is one of the main areas of interest in MOOC courses. In the software and computer engineering area it is possible to find a huge number of MOOCs in particular topics ranging from an introductory to a master level. However, just a few courses address a holistic view of a domain such as software engineering due to the intrinsic difficulty of summarizing in a few weeks the main concepts of an engineering discipline. That is why, in this paper, authors introduce an Agile MOOC Development Lifecycle (AMDL) to address the challenge of designing a MOOC from scratch. Afterwards, the framework is applied to create a MOOC course about software engineering for a non-technical audience and developed by a large and multidisciplinary team of 18 instructors. This experience is also reported as a case study to validate the proposed development lifecycle. Finally, some discussion, lessons learned and future research lines are also outlined.",,INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION,,TEMPUS PUBLICATIONS,,,
WebOfScience,Proceedings Paper,"Garcia-Navarro, J; Jimenez-Rivero, A; Borras-Gene, O",PERSONAL LEARNING ENVIRONMENTS AS THE BASIS OF A NEW COURSE FOR MASTER'S PROGRAMMES,2018,"The integration of the concept of personal learning environment (PLE) into a master's curriculum can enhance the learning process and outcomes, student's motivation and competencies acquisition. The digital competence, not yet typically incorporated into the curricula in Spain and key competence for lifelong learning as for the EU Recommendation 2006/962/EC, can be especially upgraded. This paper presents the structure of the new course as implemented in the Master's Programme in Energy Efficiency in Building, Industrial and Transportation Engineering at Universidad Politecnica de Madrid (MUEE-UPM) in the academic year 2017-2018. As part of this master, this 15 ECTS course is offered as elective, and was also conceived to train students to face the preparation of the master's thesis, for who the tools, information sources and connections that a properly designed PLE entails can be highly beneficial. This paper aims to contribute to the growing, but yet limited, literature on the PLEs' implementation in higher education. The replicable structure of the course is shown (validated for 15 ECTS and adaptable to other volumes of learning), designed to be offered as blended learning. The lectures and tutorials combine the flipped classroom method with the follow-up of massive open online courses (MOOCs) on transversal competencies (e.g. communication, leadership) and specific skills on energy efficiency (e.g. energy performance certificates, sustainable energy) due to the character of the ongoing pilot experience in the framework of the MUEE-UPM.",,"12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED)","12th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Chaw, LY; Tang, CM",Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners,2019,"Today, online learning is prospering from the widely available and easily accessible connection to the Web. Massive open online course (MOOC) platforms such as Coursera, edX, and Udemy have made available several thousands of short courses at several difficulty levels in a wide variety of disciplines, ranging from business, computer science to literature, for learners to select from. Learners who are looking to earn credentials for career advancement or personal interest would find MOOCs attractive not only because of the time and place flexibility these courses offer, but also because of the free enrollment or the very small certificate fee upon completion, as well as the emergent recognition these courses are receiving for their high quality learning delivery from leading educational institutions. Learners who enroll in a MOOC would typically need to participate in various learning activities and complete a few assessment tasks to complete the course. However, it has been commonly reported that the completion rates of MOOCs are low. Based on the common notion that when learners are more motivated to learn, they are likely to better engage in learning and have a higher likelihood to complete a MOOC, this study adopted the Motivation and Engagement Scale (MES) by Martin (2007, 2009) to collect responses from university students to examine whether positive motivation resulted in positive engagement; whether negative motivation resulted in negative engagement; and how positive or negative engagement swayed learners' inclination to complete a MOOC if they were to enroll in one. Findings show that there was a statistically significant positive relationship between positive motivation and positive engagement, between negative motivation and negative engagement, and between positive engagement and inclination to complete a MOOC. However, the relationship between negative engagement and inclination to complete a MOOC was statistically not significant. Findings of this study can be useful to MOOC providers and learners in their effort to develop strategies to increase completion rates of MOOCs.",,ELECTRONIC JOURNAL OF E-LEARNING,,ACAD CONFERENCES & PUBL INT LTD,,,
WebOfScience,Review,"Ramirez, MV",Training future anesthesiologists in obstetric care,2017,"Purpose of review In order for the obstetric anesthesiologist to become a true perioperative / peripartum physician, a change in formative programs and certification process in anesthesia are needed. Recent findings Anesthesia training programs are migrating to competency based medical education (CBME) worldwide. The traditional model of attending lectures, grand rounds, reading textbooks and journal papers should be complemented by virtual modalities such as massive open online courses or online teaching tools. The gold standard for assessment of procedural skills in anesthesia consists of a combination of global rating scales and previously validated checklists. Behaviors in the perioperative environment not directly related to the use of drugs, equipment or medical expertise are known as anesthesiologist nontechnical skills and trainees must learn and practice these skills; nontechnical skills can determine 50-80% of adverse events in high-risk professions, including medicine. Regular certification programs are also an important component of the new approach in medical education, in some high-income countries, the specialist anesthesiologist is undertaking regular certification but the impact of these programs on overall outcomes is still unknown. Summary The obstetric population is becoming a higher risk population, requiring an obstetric anesthesiologist taking on the role of a perioperative / peripartum physician. It is essential that anesthesia training programs migrate to CBME through simulation-based curriculum that allow the achievement of nontechnical skills and team work competencies. It is also essential that regular certification for specialist anesthesiologists occur throughout their entire career.",,CURRENT OPINION IN ANESTHESIOLOGY,,LIPPINCOTT WILLIAMS & WILKINS,,,
WebOfScience,Proceedings Paper,"Homem, P; Pinto, M",CHALLENGES IN EDUCATING MUSEUM PROFESSIONALS FOR THE 21ST CENTURY. THE MU.SA - MUSEUM SECTOR ALLIANCE PROJECT,2019,"This paper aims to present the Mu.SA - Museum Sector Alliance project, funded by the European Commission, more specifically by the Erasmus+ Program and the Key Action 2 (Cooperation for Innovation and Good Practice Exchange), which supports the Sector Competences Alliances (575907-EPP-1-2016- 1-EL-EPPKA2-SSA). Building on the results of a previous project (eCult Skills_2013-15), funded by the Lifelong Learning Program, weaknesses in the museum sector were identified at the level of digital and transversal competences. The Mu.SA project intended to contribute to the mitigation of these fragilities, in order to empower museum professionals, as well as those who aspire to be, to better face the challenges of Information and Communication Technologies and to enhance their museums and Society by promoting their development and sustainability, building on larger and stronger synergies between different sectors of education, training and youth, for the better articulated interaction between research, policies and practices and for the best use of references for recognition and validation of competences and qualifications. Thus, based on the identification and characterization of a set of emerging professional profiles and respective competences, the Mu.SA - Museum Sector Alliance aimed at, and has been, developing an Open Educational Resources repository to support individual equipping in more than forty digital and transversal competences. These duly structured resources are offered in different formats of education and training courses: a Massive Open Online Course (MOOC), certified and of a generic and introductory nature; and a Specialization Course, credited and structured considering e-learning, face-to-face and work-based learning contexts. The legitimate and reasoned expectation of building communities of practice will also contribute to ensuring the sustainability of the results, beyond the duration of the project. Among the other positive expected results, at the level of those more or less directly involved in its activities, there may be an increase in the spirit of initiative and entrepreneurship, a more active participation in Society, a greater capacity for understanding, respect and response.",,"12TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2019)","12th Annual International Conference of Education, Research and Innovation (ICERI)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Berman, AH; Biguet, G; Stathakarou, N; Westin-Hagglof, B; Jeding, K; McGrath, C; Zary, N; Kononowicz, AA",Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants' Perceptions,2017,"Objective The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. Methods A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices. Students interacted with the virtual patients to treat stress and sleep problems. Answers to the exit survey and participant comments from the discussion forum were analyzed qualitatively and quantitatively. Results In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively. Among survey respondents (n = 442), 83.1% agreed that the virtual patient exercise was helpful. The qualitative analysis resulted in themes covering what it was like to work with the virtual patient, with subthemes on learner-centered education, emotions/eustress, game comparisons, what the participants learned, what surprised them, how confident participants felt about applying interventions in practice, suggestions for improvement, and previous experiences of virtual patients. Conclusions Students were enthusiastic about interacting with the virtual patients as a means to apply new knowledge about behavioral medicine interventions. The most common suggestion was to incorporate more interactive cases with various levels of complexity. Further research should include patient outcomes and focus on interprofessional aspects of learning with virtual patients in a MOOC.",,ACADEMIC PSYCHIATRY,,SPRINGER,,,
WebOfScience,Article; Early Access,"Goli, A; Chintagunta, PK; Sriram, S",Effects of Payment on User Engagement in Online Courses,,"Massive open online courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for nonpaying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two effects: (1) the certificate effect, which is the boost in motivation to stay engaged to receive the certificate; and (2) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between nonpaying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9% and 17%-20%, respectively. Whereas the sunk-cost effect is transient and lasts for only a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may design course milestones and schedule payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.",,JOURNAL OF MARKETING RESEARCH,,SAGE PUBLICATIONS INC,,,
WebOfScience,Article,"Mourdi, Y; Sadgal, M; El Kabtane, H; Fathi, WB","A machine learning-based methodology to predict learners' dropout, success or failure in MOOCs",2019,"Purpose Even if MOOCs (massive open online courses) are becoming a trend in distance learning, they suffer from a very high rate of learners' dropout, and as a result, on average, only 10 per cent of enrolled learners manage to obtain their certificates of achievement. This paper aims to give tutors a clearer vision for an effective and personalized intervention as a solution to retain each type of learner at risk of dropping out. Design/methodology/approach This paper presents a methodology to provide predictions on learners' behaviors. This work, which uses a Stanford data set, was divided into several phases, namely, a data extraction, an exploratory study and then a multivariate analysis to reduce dimensionality and to extract the most relevant features. The second step was the comparison between five machine learning algorithms. Finally, the authors used the principle of association rules to extract similarities between the behaviors of learners who dropped out from the MOOC. Findings The results of this work have given that deep learning ensures the best predictions in terms of accuracy, which is an average of 95.8 per cent, and is comparable to other measures such as precision, AUC, Recall and F1 score. Originality/value Many research studies have tried to tackle the MOOC dropout problem by proposing different dropout predictive models. In the same context, comes the present proposal with which the authors have tried to predict not only learners at a risk of dropping out of the MOOCs but also those who will succeed or fail.",,INTERNATIONAL JOURNAL OF WEB INFORMATION SYSTEMS,,EMERALD GROUP PUBLISHING LTD,,,
WebOfScience,Article,"Formanek, M; Buxner, S; Impey, C; Wenger, M",Relationship between learners' motivation and course engagement in an astronomy massive open online course,2019,"In this work we study how different motivations of learners relate to their engagement in a massive open online course (MOOC). The research was conducted in a cohort-based astronomy MOOC Astronomy: Exploring Time and Space provided through the Coursera platform. In order to discern motivations of course participants, the Science Motivation Questionnaire II was administered as a first assignment of the course. The survey data were collected from December 2016 until December 2018 and responses from 3701 learners were acquired. In order to determine the relationship of motivation to course performance, four course engagement indicators are defined: course completion, use of video lectures, participation in the discussion forums, and participation in peer-grading assignments. Self-determination and self-efficacy are identified as the main motivational factors influencing all aspects of the course engagement except for the video usage. We show that both of these decrease with age, but increase with the number of previously taken science courses. The main reasons for signing up for the course which had an effect on course engagement were the goal of getting a certificate and perceived importance of the reputation of the instructor. There was no statistically significant difference in motivations between people who dropped after the first peer graded writing assignment and those who successfully completed the course, suggesting that after the first writing assignment learners quit from other reasons than lack of motivation. Unexpectedly, learners with high career, grade, and social motivation watched statistically significantly fewer instructional videos, and social motivation did not play a role in the forum usage.",,PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH,,AMER PHYSICAL SOC,,,
WebOfScience,Article,"Goldberg, LR; Bell, E; King, C; O'Mara, C; McInerney, F; Robinson, A; Vickers, J",Relationship between participants' level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course,2015,"Background: The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals. Methods: The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate Ask an Expert discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded. Results: Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (X-2 = 2.35, df = 6, p = 0.88) and to engage in the online discussions (F[6, 3799] = 0.85, p = 0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t = 39.60, df = 4407, p <0.001). Conclusions: The high completion rate and level of engagement of participants across a broad spectrum of levels of education suggest that MOOCs can be successfully developed and delivered to students from diverse educational backgrounds. The high participation rate also highlights the combination of MOOC design as well as the scale of unmet need for quality dementia education.",,BMC MEDICAL EDUCATION,,BMC,,,
WebOfScience,Article,"MacKay, JRD; Langford, F; Waran, N",Massive Open Online Courses as a Tool for Global Animal Welfare Education,2016,"Animal Behaviour and Welfare was a Massive Open Online Course (MOOC) hosted on Coursera as a free introductory animal welfare course. Through interrogating Coursera data and pre-/post-course student experience surveys, we investigated student retention, student experience, changes in attitudes, and changes in knowledge. The course ran for 5 weeks, and 33,501 students signed up, of which 16.4% (n = 5,501) received a Certificate of Achievement, indicating they had completed all assessments within the course. This retention rate is above the industry standard of 10%; however, the value of retention rate as a metric to judge MOOC success is questionable. Instead, we focus on demographics, with Coursera data estimating that 41% of learners came from Europe, 35% from North America, 11% from Asia, 6% from Oceania, 5% from South America, and 2% from Africa. Most learners had completed an undergraduate degree. Despite this wide range of backgrounds, 57.2% of post-course respondents (n = 2,399) strongly agreed that the information presented was at the right level and 64.9% strongly agreed that the course was interesting. After completion, more students (chi(2)[4] = 132.40, p<.001) understood that animal welfare was based on the results of scientific study, and significantly fewer students (chi(2)[4] = 361.32, p<.001) felt health was the most important part of animal welfare. Overall, learners agreed the course was enjoyable and informative, and 97.9% felt the course was a valuable use of their time. We conclude that MOOCs are an appropriate vehicle for providing animal welfare learning to a wide audience, but require a significant level of investment.",,JOURNAL OF VETERINARY MEDICAL EDUCATION,,UNIV TORONTO PRESS INC,,,
WebOfScience,Article,"Blanco, GMB; Dominguez, JLB; Mendez, SF",Evaluation is not a second phase in the pedagogical design of a sMOOC. A case study,2020,"Evaluation in Massive Open Online Courses (MOOC) is currently a central element of debate and one of the aspects of greatest concern when planning the pedagogical design of this kind or courses. The purpose of the article is twofold. On the one hand, to describe the evaluation system implemented during three editions in the MOOC Digital Literacy for groups at risk of social exclusion: Strategies for Socio-educational Intervention. (European Project ECO). On the other hand, we analyze the strengths and weaknesses of the assessment system described. We have designed the evaluative model as a central and dynamic part of pedagogical design, allowing us to know our virtual participants (initial evaluation), to tutor their work and to evaluate their results (assesment of learning processes) and, finally, to obtain information in order to take decisions for improvement in each new edition (evaluation oriented to improvement). First of all, we describe the evaluation model. Then we analyze the main data collected with the tools used (initial questionnaire, interactions in Facebook groups and other social spaces, self-evaluation questionnaires, peer to peer evaluation, key informants and platform data). Finally, we discuss the results obtained in order to provide reflections that can guide the design of evaluation processes in MOOC. The main thesis we defend is that the planning of the evaluative model is a central element that must be outlined from minute one and be fully integrated with the rest of elements of the pedagogical design. Evaluative model should contemplate strategies for the initial and formative assessment of the participants and of the teaching-learning process itself, and not only be based on the final assessment oriented towards certification.",,PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO,,"UNIV GRANADA, GRUPO INVESTIGACION FORCE",,,
WebOfScience,Article,"Romero-Rodriguez, LM; Ramirez-Montoya, MS; Gonzalez, JRV",Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement,2020,"Purpose This paper aims to analyze the interrelationship that exists between expectancy-value and achievement goals as factors that are decisive for participants' higher engagement in 12 massive open online courses (MOOCs) on energy sustainability and to determine the profile of participants achieving higher success rates. Design/methodology/approach A qualitative-quantitative study of correlational and descriptive scope is carried out on two instruments based on pre- and post-tests of 6,029 participants, which is followed by a qualitative data analysis distributed by code families to identify participants' main motivations to take MOOCs. Findings The results showed a positive moderate-high correlation between expectancy-value and achievement goals, which means in a practical sense that the participants' subjective estimates of the possibility of reaching their goals prior to the beginning of the course were fulfilled, as the intentionality of the subjects-participants was positive with respect to the contents imparted. Practical implications The profiles of participants with a higher tendency to successfully finish the course and with high rates of engagement share the following characteristics: having previously and successfully finished more than one MOOC; taking the MOOC for work purposes (promotion, seeking better job opportunities, etc.); and having intrinsic motivation, that is, not depending on external factors such as obligations and certifications. Originality/value This research suggests that there are pre-educational factors that define the trend of successful completion of MOOCs, based on expectancy-value (e.g. previous experiences with other MOOCs) and achievement goals (e.g. job improvement), with external motivational issues such as completion certificates being less prevalent in the learning intention.",,INTERACTIVE TECHNOLOGY AND SMART EDUCATION,,EMERALD GROUP PUBLISHING LTD,,,
WebOfScience,Article,"Bonafini, FC; Chae, C; Park, E; Jablokow, KW",How Much Does Student Engagement with Videos and Forums in a MOOC Affect Their Achievement?,2017,"Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in MOOCs. Student achievement in MOOCs is typically measured using assessments distributed throughout the course. Although there is research on the basic forms of student's engagement and assessment in MOOCs, little is known about their effect on students' achievement in the form of students completing a MOOC. Using binomial logistic regression models, this paper addresses this gap in the literature by presenting the degree to which student engagement with videos and forum posts can predict students' probability of achievement in a MOOC. It also explores the extent to which participation behaviors and their intention to receive the course certification can be used to predict achievement in MOOCs. Using qualitative content analysis, this paper discusses the quality of the forum posts exchanged by participants in this MOOC. The findings from quantitative analysis support MOOC's pedagogical assumptions, showing that students' engagement in forums and with videos increases the probability of course achievement. It also shows that intention to certify plays a moderator effect on the number of videos watched, enhancing achievement in MOOCs. The findings from qualitative analysis reveal that most students' posts in forums display more information acquisition than critical thinking. Implications for practice suggest MOOC designers and MOOC instructors foster engagement in forums by implementing discussion prompts that foster interactions about deep meaning of concepts or application of concepts covered in the MOOC. In regard to videos, implications for practice suggest the creation of interactive videos that promote students' engagement and control such as inserting guiding questions and segmenting the video content. Future research comprising multiple MOOC cohorts is suggested to validate the empirical model presented in this study.",,ONLINE LEARNING,,ONLINE LEARNING CONSORTIUM,,,
WebOfScience,Proceedings Paper,"Gallen, RC; Caro, ET",AN EXPLORATORY ANALYSIS OF THE DEGREES OF PRIOR SATISFACTION OF PARTICIPANTS IN MASSIVE OPEN ONLINE COURSES BY RUNNING UNSUPERVISED CLUSTERING TECHNIQUES,2016,"Massive Open Online Courses (MOOC) format is characterized by the great diversity of enrolled people, which are shaped by different personal and professional backgrounds, many knowledge levels, dissimilar motivations and degrees of satisfaction, among many other features. All of them make up the profiles of the participants, whose lack of knowledge constitutes an important barrier in order to identify and get a better understanding of their underlying relationships. This paper, whose scope is the data collection of MOOCKnowledge project, aims to identify and analyze the types of profiles of participants with previous experience in MOOC format according to their degree of prior satisfaction by running clustering techniques. These approaches fit the final purpose of finding groups of satisfaction (groups of participants) according to the similarity of the selected items for measuring their degree of satisfaction. The elements through which is built up the participant's degree of prior satisfaction are, among others, course materials, video lectures, teacher(s), learning activities, assignments, feedback given, pace of the course, language used, MOOC difficulty, technical requirements and certification options. The approach of this paper is focused on the similarities within the identified groups of satisfaction (types of profiles of participants' MOOC) as result of clustering process. The identification and further analysis of the hidden relationships in the internal structure of elements on each group might help stakeholders to identify the most relevant ones that impact in a decisive way on participant's previous satisfaction regarding MOOC format. It should be highlighted that this study, fed with a dataset that comes from MOOCKnowledge data collection, might help in setting up short and medium term strategies aimed not only to discover an individualized knowledge regarding the more influential elements for the groups of satisfaction, but also to analyze the changes in the degree of satisfaction of participants after the completion of the course.",,"ICERI2016: 9TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION","9th Annual International Conference of Education, Research and Innovation (iCERi)",IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Bicen, H",Determining the effect of using social media as a MOOC tool,2017,"The peak use of social media of today's technology has paved the way for using the new trends in education. Through Massive Open Online Courses (MOOCs), the individuals follow the education and can get certificates due to these trainings. This study aims to determine how often the students benefit from their social media accounts for self-development and also to determine how the use of MOOCs program via social media cause a positive effect for the future studies. The 248 students who participated in this study have expressed that they had followed their accounts regarding to their fields and also had obtained information from these pages. The participants said that, they had created many solutions for too much difficulties they face in real life and visual, written materials and videos loaded on social media. They have also mentioned that, they preferred the social media rather than obtaining information from pages related to MOOCs. The students who want to attend to any certificate program on social media said that; their social media accounts that they follow daily on either web or mobile media is an information obtaining and transferring tool. They have pointed out that, the duration and quality of videos they reach on social media was important and when they are high quality they obtain more permanent information. The questionnaire of the study was developed by the researcher. The research is quantitative and the data analysis was done by SPSS program. The data were solved and interpreted through tabulating the frequency, percentage and descriptive analyze. In future studies; experimental studies will be held by creating a MOOCs page on social media. (C) 2018 The Authors. Published by Elsevier B.V.",,"9TH INTERNATIONAL CONFERENCE ON THEORY AND APPLICATION OF SOFT COMPUTING, COMPUTING WITH WORDS AND PERCEPTION, ICSCCW 2017","9th International Conference on Theory and Application of Soft Computing, Computing with Words and Perception (ICSCCW)",ELSEVIER SCIENCE BV,,,
WebOfScience,Article,"Gupta, KP",Investigating the adoption of MOOCs in a developing country Application of technology-user-environment framework and self-determination theory,2020,"Purpose The purpose of this study is to investigate the factors underlying the adoption of massive open online courses (MOOCs), using technology-user-environment (TUE) framework and self-determination theory (SDT) as the theoretical frameworks. Design/methodology/approach The primary data were collected from the field surveys conducted in the universities and academic institutions located in National Capital Region of Delhi, India, using convenience sampling technique. Structural equation modelling was used to test the hypothesized relationships in the proposed model. Findings The findings indicate that the learners' intention to adopt MOOCs is significantly influenced by intrinsic motivation, social recognition, perceived value and perceived usefulness. On the other hand, the personal readiness, self-regulation of learners and peer influence are not found to have any significant impact on MOOCs adoption intention. Practical implications The findings of the study will be helpful for MOOCs providers and other stakeholders. The MOOCs providers should emphasize on providing courses from renowned universities in cutting-edge areas which are self-paced and cost-effective. The academic institutions should provide credit benefits to the students in lieu of completing courses through MOOCs. Likewise, employers should also recognize the certificates awarded by MOOCs and give due credit to the learners who complete such certifications. Originality/value The study has contributed to the existing literature on MOOCs adoption by combining constructs from TUE and SDT. To the best of the author's knowledge, this has been a first attempt to combine these two frameworks to study the learners' adoption behaviour for MOOCs in Indian context. The integration of these two frameworks provides a more comprehensive model of factors with increased explanatory ability (72.6 per cent) to describe the adoption intention of MOOCs.",,INTERACTIVE TECHNOLOGY AND SMART EDUCATION,,EMERALD GROUP PUBLISHING LTD,,,
WebOfScience,Article,"Dillahunt, T; Wang, ZG; Teasley, SD",Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education,2014,"Massive open online courses (MOOCs) provide free access to higher education for anyone with Internet access. MOOCs are considered a means for democratizing education. These courses will hopefully provide an opportunity for individuals to learn from the best educators in the world, as well as help expand their personal networks, and facilitate their career development. However, research thus far shows that the majority of people taking advantage of these courses are already employed, have post-secondary degrees, and have encountered few barriers related to the affordability of higher education. Little is known about MOOC learners with financial constraints and who do not fit the typical profile of MOOC learners. This paper presents the results of the analysis of data from six Coursera courses offered by the University of Michigan from fall 2012 through winter 2013. In this analysis learners who self-identified as being unable to afford to pursue a formal education (the target group) were contrasted to other learners (the comparison group) in terms of demographics, motivations, course enrollment, engagement and performance. Learners in the target group were primarily male and over 25 years old. A statistically significant portion of the target group held less than a 4-year college degree than the comparison group. Target learners were also significantly underrepresented in the enrollment of the courses examined here. Although the comparison group had a significantly higher completion rate overall than the target group, the target group had a statistically significant higher rate of completing courses with certificates of distinction. This article provides a discussion of these results and suggests how MOOCs could be adapted to better address the needs of learners who feel financially unable to pursue a more traditional path to a post-secondary education.",,INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING,,ATHABASCA UNIV PRESS,,,
WebOfScience,Proceedings Paper,"Reis, RS; Garcia, PT; de Oliveira, AEF; Pinho, JRO; Monier, EB",PEER EVALUATION AS AN EDUCATIONAL STRATEGY IN MOOCS IN HEALTH AREA,2018,"The development of Information and Communication Technologies (ICT) has boosted the Massive Open Online Courses (MOOCs) as a transforming strategy for knowledge construction in various fields. These courses have been adhered by many renowned institutions throughout the world. In Brazil, the SAITE Group along with the Open University of Brazilian National Health System (UNASUS) and its partner, the Federal University of Maranhao (UFMA), have totalized more than 200 thousand registrations in MOOCs in the 2016-2017 biennium. In this process, recognizing that people learn in different manners, and considering the pronounced outreach of MOOCs, a great challenge is to consider ICTs in the pedagogical practice as structuring elements of new learning practices and not only as mere aid tools. This paper presents the experience of the group in the application of the peer evaluation activity as an educational strategy in a massive self-instructional course in distance learning modality. The course in analysis is the Women's health in Primary Care: clinical protocol for nursing, that totalizes 45 hours and 3 modules. In order to approach meaningful learning and provide shared learning processes, we developed a model of peer evaluation activity. The evaluation activities were structured in the following categories: interventions in the health team, which aims to report the experience in the restructuring of work processes in Primary Care (PC); interventions in community, which aims to report the experience of planning actions in partnership with community; and the case report, which aims to report cases that demonstrate the problem-solving characteristic of the health assistance in PC. The activity consisted of two steps: each student should send their activities and then evaluate the activity sent by a colleague. To perform the evaluation, the students had at their disposal an evaluation script based on five-level Likert scale, which provided them with criteria and parameters to be evaluated. In the Virtual Learning Environment (VLE), a friendly interface was developed using the workshop Moodie module. A number of 6,666 students have registered in the course. From this number, 20% performed the first step of the peer evaluation activity. From those who sent the first step, 83% evaluated a colleague's activity (second step). From the students that performed both steps of the activity, 69% performed the course's final activity, reaching certification. The percentage of the students that completed the whole course compared to the total number of students registered was of 11,3%. In each educational module, the students were given the option to evaluate the course. From those who completed the course, 5% answered the evaluation survey, 82% classified the peer evaluation activity with concept good or very good. The average rate of conclusion of MOOCs in the world is between 10% and 15% (Cairo, 2017) and in the digital era we every day more reach competencies from the construction of connections with other people and experiences. Therefore, it is suggested here that the participation rates in the peer evaluation activity in the course abovementioned might be a predictor of motivational factor in the learning process, important methodological tool to consider the diversity of people who followed the course, as well as fundamental element to foster the inter-learning.",,"12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED)","12th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Lan, M; Hou, XY; Qi, XY; Mattheos, N",Self-regulated learning strategies in world's first MOOC in implant dentistry,2019,"Background Massive Open Online Courses (MOOCs) have been often described as a major innovation Higher Education, but their application in the teaching of clinical disciplines is still very limited, while there is a lack of scientific evaluations in this domain. The aim of this study was to investigate learners' behaviours and correlate patterns of Self-Regulated Learning (SRL) with performance and achievement during a MOOC in Implant Dentistry. Methods The clickstream data of learners from the first run of the MOOC Implant dentistry by The University of Hong Kong were modelled and quantified based on Zimmerman's SRL model. The data were quantitatively analysed by means of k-means clustering for evidence of five SRL behavioural indicators of student activity. The clusters identified were then correlated with student engagement and learning performance. Results A total of 7608 individuals enrolled, 5014 engaged (active learners 65.90%), 1277 of them (25.47%) completed the course and 1232 purchased a certificate. Two major groups of learners emerged: Attentive (n = 1433) who were more likely to follow the prescribed pathway in the MOOC and Auditors (n = 3581) who accessed content selectively. There was significantly higher engagement, achievement and completion rates among Attentive than Auditors. Both groups included subcategories (Browser, Digger, Test-driven, Sampler, Persistent) which might reflect different SRL strategies. Conclusion A MOOC in a clinical discipline can achieve high enrolment and completion rates as compared to current benchmarks. There appears to be a wide diversity of learning behaviours among learners, with two however dominant patterns. Learners with a linear learning pathway achieved significantly higher grades and completion rates than those who accessed content irregularly and selectively. Such differences however might be influenced by the demographic and professional background of the learner, as well as their motivation to attending the MOOC. Certain learning behaviours, in particular how learners access content in relation to assessments might be closer related to SRL.",,EUROPEAN JOURNAL OF DENTAL EDUCATION,,WILEY,,,
WebOfScience,Article,"Aboshady, OA; Radwan, AE; Eltaweel, AR; Azzam, A; Aboelnaga, AA; Hashem, HA; Darwish, SY; Salah, R; Kotb, ON; Afifi, AM; Noaman, AM; Salem, DS; Hassouna, A",Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study,2015,"Objectives: To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. Design: A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Settings: Ten out of 19 randomly selected medical schools in Egypt. Participants: 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary and secondary outcome measures: Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Results: Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student-instructor (8; 32%) and student-student (5; 20%) interactions. Conclusions: About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience.",,BMJ OPEN,,BMJ PUBLISHING GROUP,,,
WebOfScience,Article,"Fedorova, EP; Skobleva, EI",Application of Blockchain Technology in Higher Education,2020,"Emergence and development of the blockchain technology, which is able to transform into a most powerful disruptive innovation, shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees' competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.",,EUROPEAN JOURNAL OF CONTEMPORARY EDUCATION,,ACAD PUBLISHER HOUSE RESEARCHER SRO,,,
WebOfScience,Review,"Liyanagunawardena, TR; Williams, SA",Massive Open Online Courses on Health and Medicine: Review,2014,"Background: Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. Objective: We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Methods: Health and medicine-related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. Results: The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. Conclusions: The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public.",,JOURNAL OF MEDICAL INTERNET RESEARCH,,"JMIR PUBLICATIONS, INC",,,
WebOfScience,Proceedings Paper,"Onah, DFO; Sinclair, J; Boyatt, R",DROPOUT RATES OF MASSIVE OPEN ONLINE COURSES: BEHAVIOURAL PATTERNS,2014,"Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness. One of the major recurring issues raised in both academic literature and the popular press is the consistently high dropout rate of MOOC learners. Although many thousands of participants enrol on these courses, the completion rate for most courses is below 13%. This paper investigates MOOC attrition from several different perspectives. Firstly, we review existing literature relating to MOOC dropout rates, bringing together existing findings on completion rates and analyses of several specific courses, which identify factors that correlate to likelihood of dropout. We provide a meta-analysis of the basic figures on overall dropout rates previously collected to identify relationships between course factors and dropout rates. In addition, the literature is reviewed from a qualitative perspective drawing together findings on the reasons for dropout and methods suggested for resolving or reducing the dropout rate. Secondly, using themes emerging from the initial investigation, we provide a preliminary analysis of data gathered from a Computing MOOC run by the University of Warwick, UK and presented using a Moodle platform. Different aspects of students' demographic data are examined to see if relationships to persistence exist. An important feature of this course is that it has been run in two different parallel modes (traditional MOOC mode with peer support, and supported mode with real time, tutored programming labs). This allows direct comparison between the dropout figures for the two different modes. Qualitative information from student evaluations is also considered. Finally, we discuss our findings relating MOOC dropout rates, considering what factors are within the control of a MOOC provider and suggesting the most promising avenues for improvement. Our results indicate that many participants who may be classed as dropouts (for example, because they do not complete the necessary components to gain a certificate) are still participating in the course in their own preferred way (either at a slower pace or with selective engagement). This suggests that the structure of a course may not be helpful to all participants and supporting different patterns of engagement and presentation of material may be beneficial.",,EDULEARN14: 6TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,6th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Queiros, P; Sousa, A; Escudeiro, N; Escudeiro, P",INCLUSIVE MOOC FOR BLIND OR HEARING IMPAIRED PEOPLE,2018,"This paper presents a proposal for structuring in an inclusive MOOC an already validated set of post-graduation courses in the field of the technologies applied to education. Promoted by the significant increase of large scale internet access, many audiences turned to the web and its resources, for learning and inspiration, with a diverse set of skills and intents. MOOC (Massive Open Online Courses) is a learning model, supported on web tools, that is accessible to anyone with a minimum of digital literacy. The inclusive MOOC aims to promote the social inclusion of the deaf and blind communities. Promoting equal opportunities to all and assuring the social inclusion of the disadvantaged is one of the main concerns of modern societies and a key topic in the European Higher Education field. Nevertheless, despite the efforts being made there is still not enough support for the deaf and blind communities. MOOCs are relatively new in the Portuguese higher education context but very popular abroad. MOOCs aims to close the gap between information and its seekers. Under the MOOC learning module, an unlimited number of trainees may attend a class with a single teacher. Personalized training is promoted with adjustable schedules. The MOOC is certified. The use of new technologies, allied to sound educational practices, will lead to a strong human cognitive development able of providing full access to the digital world for blind and/or hearing impaired people. It is intended to create a pedagogical and inclusive MOOC model that allows the integration of deaf and blind community with support of some tools allowing, inclusion and equal opportunities. Creating a pedagogical MOOC model and integrate it with the Virtual Sign system which allows the automatic translation in real-time between text/voice/gesture, will create the digital educational resources for deaf and blind, contributing in this way to their integration into society. The Quantitative Evaluation Framework (QEF) approach was selected for the evaluation to highlight the strengths and limitations of the inclusive MOOC. The approach has been adapted so that the essential criteria are assessed in a pre-evaluation phase, covering the general usage requirements.",,EDULEARN18: 10TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,10th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Medina-Presentado, JC; Margolis, A; Teixeira, L; Lorier, L; Gales, AC; Perez-Sartori, G; Oliveira, MS; Seija, V; Paciel, D; Vignoli, R; Guerra, S; Albornoz, H; Arteta, Z; Lopez-Arredondo, A; Garcia, S",Online continuing interprofessional education on hospital-acquired infections for Latin America,2017,"IntroductionLatin America is a large and diverse region, comprising more than 600 million inhabitants and one million physicians in over 20 countries. Resistance to antibacterial drugs is particularly important in the region. This paper describes the design, implementation and results of an international bi-lingual (Spanish and Portuguese) online continuing interprofessional interactive educational program on hospital-acquired infections and antimicrobial resistance for Latin America, supported by the American Society for Microbiology. MethodsParticipation, satisfaction and knowledge gain (through pre and post tests) were used. Moreover, commitment to change statements were requested from participants at the end of the course and three months later. ResultsThere were 1169 participants from 19 Latin American countries who registered: 57% were physicians and 43% were other health care professionals. Of those, 1126 participated in the course, 46% received a certificate of completion and 54% a certificate of participation. There was a significant increase in knowledge between before and after the course. Of 535 participants who took both tests, the grade increased from 59 to 81%. Commitments to change were aligned with course objectives. DiscussionImplementation of this educational program showed the feasibility of a continent-wide interprofessional massive course on hospital acquired-infections in Latin America, in the two main languages spoken in the region. Next steps included a new edition of this course and a New Challenges course on hospital-acquired infections, which were successfully implemented in the second semester of 2015 by the same institutions. (C) 2016 Sociedade Brasileira de Infectologia. Published by Elsevier Editora Ltda. This is an open access article under the CC BY-NC-ND license.",,BRAZILIAN JOURNAL OF INFECTIOUS DISEASES,,ELSEVIER BRAZIL,,,
WebOfScience,Proceedings Paper,"Martin-Valero, R; Barragan, RB; Villodres, AR; Medina, JV; Molinero, MCR; Ruiz, AJS; Cabezas, VP; Barrientos, IC; Poblete-Flor, JA; Munoz, JAM",CHALLENGES IN THE CREATION OF AUDIOVISUAL CONTENT FOR A MOOC ABOUT POSTURAL AND TECHNOLOGICAL ADAPTATIONS IN PEDIATRICS,2019,"The design of this Massive Open Online Courses (MOOC) has been grounded on the competency-based learning model of the National Institute for the evaluation of Education Evaluation (INEE) in Spain. MOOC topics show the different pathological postural patterns and possible postural and technological adjustments that enable physical motor control. You will learn to design and build with the help of Low-Cost Philosophy. The last module will facilitate the game-based learning where individual adjustments will be made for people with functional diversity. This study is focused on exploring teachers' perspectives on difficulties in building and developing a health-related MOOC. The role of teachers in the assessment procedures of this course besides is considered. METHODOLOGY: Qualitative research was performed with an eidetic phenomenological analysis through semi-structured in-depth interviews. The thematic categories have been defining upon assessment tools used in the MOOC, through the experiences and difficulties during the planning and design of this course. RESULTS: development of MOOC has demonstrated to be a procedure of enriching collaborative learning, through which it has been possible to transmit knowledge of the different professionals. The first difficulty that we have found was the develop schedule and course planning, because it is very difficult to achieve the dates when you rely on a large group of teachers. Collaborative work is very enriching, during the design of the course you become a facilitator of the content and you are filled with satisfaction when you achieve the expected outcome after many long months of work. However, such development has brought a number of challenges that the teachers have faced in the design of the audiovisual content. The creation of the MOOC was a big challenge because it is a new format in which the theoretical main content of a course has been summarized into small didactic and short videos. Respondents mentioned as an impediment to reduce video time. Because it is essential that the content of the video keeps the interest and motivation of the participants. At the same time, loss of information should be avoided in this process and the import idea should be organized in order to not repeat the content in various modules. One of the main challenges in the MOOC is to reduce the number of dropout rate by providing content that is attractive and stimulating to the student. During the qualitative research, teachers concluded that the assessment was dynamic, active and participatory. A mixed assessment will be used, through engagement with and participation in online discussion forums and to evaluate cumulative achievement at the end of each module. A preliminary assessment will be made before starting the course content. An assessment could be enhanced through learner analytics (LA), analysis of quantitative audience usage data generated by video-sharing platforms. Students make all cumulative assessments at the end of the modules will receive the certificate of completion of the course. CONCLUSION: teachers agreed on the importance of generating discussion and exchange of knowledge among participants to enable and encourage creativity. The most common difficulty was to summarize the content of the video to achieve the motivation of the participant in MOOC.",,EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,11th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Gleason, KT; Commodore-Mensah, Y; Wu, AW; Kearns, R; Pronovost, P; Aboumatar, H; Himmelfarb, CRD",Massive open online course (MOOC) learning builds capacity and improves competence for patient safety among global learners: A prospective cohort study,2021,"Background: Education about patient safety has historically been limited in health professionals curricula and largely inaccessible to the general public. We developed a massive open online course (MOOC), The Science of Safety in Healthcare, to present the foundational patient safety principles to a broad global audience of health professionals, learners, and patients interested in patient safety. Objectives: To describe the Science of Safety in Healthcare MOOC, its effects on patient safety competence, and the satisfaction of course participants. Methods: The five-week video-based course was delivered in 2013 and 2014, and was organized in five modules: 1) overview of science of safety and safety culture, 2) enabling and contextual factors that influence patient safety and quality, 3) methods to improve safety and quality, 4) translating evidence intro practice and leading change, and 5) summary and opportunities for capacity building. Each module had three or four segments. Participants were introduced to key concepts, and tools and skills to promote patient safety. Participants completed the Health Professional Education in Patient Safety Survey (H-PEPSS), which measures patient safety competence, and a course satisfaction survey. Pre- and post- course H-PEPSS scores were compared using paired t-tests. Course satisfaction surveys were administered at the completion of the course and six months later. Results: A total of 20,957, and 9679 participants enrolled in the course in 2013 and 2014, respectively. About half of participants were 25-44 years old (57%), and female (54%). Participants joined from over 100 countries. The majority were health professionals (61%) or health professionals in training (7%). Mean H-PEPSS scores improved after course completion, with significant increases on all survey domains in both years (p < 0.01). Mean score differences were: Teamwork 0.68 (95% CI: 0.64, 0.71), Communication 0.70 (95% CI: 0.66, 0.73), Managing Risk 0.79 (95% CI: 0.76, 0.82), Human Environment 0.64 (95% CI: 0.61, 0.68), Recognizing and Responding 0.64 (95% CI: 0.61, 0.68), and Culture 0.72 (95% CI: 0.68, 0.75). About 8% of participants in each cohort earned a certificate of completion. At 6-months post-course, the majority of the participants agreed or agreed strongly that the course content was useful (93%) and that the course positively influenced their clinical practice (69%) and communication (84%). Conclusions: The MOOC course allowed educators to reach a large, diverse audience. The course was wellreceived and participants reported a significant increase in patient safety competence. As with most MOOCs, rates of completion were low.",,NURSE EDUCATION TODAY,,CHURCHILL LIVINGSTONE,,,
WebOfScience,Proceedings Paper,"Alecu, AA; Pavaloiu, BI; Dobre-Trifan, CG",A Novel Free Cloud Service for Machine Learning and Beyond,2019,"The concept of eLearning has grown exponentially in recent years. Indeed, what was but a few decades ago exclusively reserved for classroom attendees of university institutions and their closed intranets has today become a publicly accessible source of information, with public and private-owned eLearning MOOC (Massive Open Online Courses) platforms dominating the digital landscape and bringing with them a plethora of services such as video courses, certifications and employee recruitment. Nonetheless, while adding significant public value, such platforms still fail to completely bridge the gap between academia and industry in the hands-on knowledge application sense. This is especially true for domains such as machine learning that are known to require tremendous computational resources if one wishes to transition from simplistic lab exercises to complex state-of-the-art models, which is something a MOOC - or most academic institutions for that matter - simply cannot afford. Private cloud providers have taken up the challenge here and opened their offerings to the research community with programs such as TensorFlow Research Cloud, Microsoft Cognitive Toolkit (CNTK) on Azure, Apache MXNet on Amazon AWS, to name but a few. Nonetheless, access to such resources remains limited: either the resources themselves are scarce and consequently freely available only to a restricted research community, or they are free for a limited time, or they follow a freemium model. This paper describes a novel distributed publicly-hosted overlay network that provides free collaborative eLearning material and computational resources to its users. Unlike most of its P2P counterparts in existence today that address alternative public needs (i.e. anonymity, file sharing,.), it offers unlimited runtime access to all the computational resources that collectively define its topology. In this respect, an example use case is one wherein a distributed machine learning system can be orchestrated by any user and freely deployed for execution on any number of available nodes within the network, without any limitation other than that of the underlying hardware and network latency performance capabilities themselves. Additionally, source code and accompanying eLearning courses are regularly published to the network and made freely available by users belonging to the academic and subject matter expert practitioner community, implementing solutions ranging from simple classroom exercises to entire production-ready systems. The network is collaborative by design, such that learning material can be collectively worked on and published, training data can be shared and successfully deployed software solutions can be load-balanced and made accessible to the entire community. Moreover, the distributed network follows a decentralized model governed only by a handful of master nodes that, similarly to all its other nodes, are hosted by the users themselves, and in this sense constitutes a novel cloud offering maintained by the general public rather than any given private cloud provider. Finally, we argue that beyond its educational and computational power offerings, the described network likely constitutes the best test platform for any designed software system: indeed, given the volatile nature of the network (wherein user-hosted resources can join or go offline at any moment), we claim that any software system that can survive and maintain its levels of SLA (service level agreement) on this network is guaranteed to perform similarly or better on a more traditional pay-per-usage cloud provider infrastructure.",,"NEW TECHNOLOGIES AND REDESIGNING LEARNING SPACES, VOL I",15th International Scientific Conference on eLearning and Software for Education (eLSE) - New Technologies and Redesigning Learning Spaces,CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE,,,
WebOfScience,Article; Book Chapter,"Zheng, QH; Chen, L; Burgos, D",Certificate Authentication and Credit System of MOOCs in China,2018,"Credit recognition in MOOCs is believed to be a key driver for the comprehensive reform of the higher education system, and relevant documents have been issued by China's Ministry of Education to encourage innovation in its credit recognition mechanism. In Opinions on Strengthening Construction, Application and Management of Online Open Courses in Institutions of Higher Learning, the Ministry of Education calls for the advancement of credit recognition for online open courses and innovation of credit management system, encourages colleges and universities to initiate credit recognition, credit transfer and learning process recognition in various ways such as online study and the combination of online study and classroom teaching provided that teaching quality can be assured, sets out to build intra-school & inter-school mechanisms of online study certification and credit recognition with assessment criteria, actively explores and promotes the application of online open courses, strengthen course selection management and credit management to guarantee the teaching quality [JG (2015) No. 3]. Based on the data from reports and surveys, also by means of questionnaires and literature analysis, this chapter tries to depict the current landscape of certificate granting as well as credit recognition of MOOCs in China.",,DEVELOPMENT OF MOOCS IN CHINA,,SPRINGER-VERLAG SINGAPORE PTE LTD,,,
WebOfScience,Article,"Kopp, M; Ebner, M","Certification of MOOCs. Advantages, Challenges and Practical Experiences",2017,"In general, participants use MOOCs for individual learning purposes by selecting certain contents of a MOOC in which they are interested. Simultaneously, MOOCs are used in the context of online-lectures offered to students who must or may enroll for a specific course to earn credits. However, many participants do not successfully complete all units of a MOOC. Therefore, completion rates-in general - are rather low. Certificates like PDF-documents or electronic badges can be an adequate stimulation to complete a course. This research raises the questions, how the certification of MOOC-participants can be managed and if certificates have an impact on completion rates. Firstly, general aspects of certification are discussed. This is followed by a practical insight into the certification practice based on experiences of the Austrian MOOC-platform iMooX operators. As a conclusion, results are summarized and related challenges and further research questions are addressed.",,REVISTA ESPANOLA DE PEDAGOGIA,,UNIV INT RIOJA-UNIR,,,
WebOfScience,Proceedings Paper,"Martin, S; Assante, D; Hamburg, I; Owens, A; Tavio, R; Konstantinou, K; Pascoal, A; Spatafora, M; Castro, M",THE ROLE OF VET CERTIFICATIONS IN MOOCS,2017,"Currently cloud computing is an innovation enabler for small and medium enterprises. It fosters cost-effectiveness and competitiveness in companies. However, many of them do not give a step-forward in this transformation process mainly because of lack of knowledge and understanding of the technology. For that reason, the IN-CLOUD project is currently working on developing professional qualifications based on MOOCs to train european SMEs. The resulting courses will be associated to a set of Vocational Education and Training qualification at different levels. Thanks to these courses students will be able to update their technical skills, improve their employability opportunities and get certifications of their acquired knowledge.",,9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17),9th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Martin, S; Sancristobal, E; Garcia-Loro, F; Alonso, M; Diaz, G; Castro, M",MOOCS EXPERIENCES FROM 2012 TO 2016. FROM COMMUNITIES AND CONTESTS TO PRACTICE-BASED MOOCS AND CERTIFICATIONS,2017,"MOOCs have proven to be an effective tool in some aspects of on-line open education. However, they still have problems such as high dropout rates, low student motivation and low interest in the provided certification by the labour market. This paper introduces several initiatives developed by the authors from 2012 to 2016 to try to solve these problems. Among these initiatives there are MOOCs devoted to provide VET qualifications on cloud computing and Internet of Things programming; MOOCs to improve practical skills acquisition through the use of remote labs; and the use of best app contest and communities to increase student motivation.",,9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17),9th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Labayen, M; Vea, R; Florez, J",A NEW VERIFICATION SYSTEM FOR VERIFIED CERTIFICATE MOOCS,2015,"The new Verified Certificate MOOCs are a critical move forward for the MOOC movement in continuing to attract larger global audiences as they create viable affordable credential value for the serious MOOC students. This way providing value for course completion by ensuring that the student is who he says he is gets even more critical. In this paper we collected new concerns in the market to develop a specific service that incorporates all features needed. We analyse what the characteristics are necessary for a system to be suitable for this massive verification: highly scalable, automatic, affordable, with few hardware and software requirements for the user, reliable and passive for the student. Furthermore, we present SMOWL, a continuous facial recognition system as tailored solution.",,"INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE","9th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Article; Early Access,"Semenova, T",Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion,,"Some researchers have questioned the use of dropout metrics to assess the quality of MOOCs. The main reason for this doubt is that participants register for online courses with different intentions. Therefore, it is proposed to use a learner-centred approach and to study the learner intention-fulfilment. Researchers studied the effect of result-oriented intention on MOOC completion. However, studies in traditional educational settings have shown that a more significant predictor of behavior is not result-oriented intention, but action-oriented intention. In our paper, we expand the study of the intention-to-behavior relation in MOOCs and identify the role of strong positive action-oriented intentions in MOOCs. As strong positive action-oriented intentions, we identified two types of intention: intention to watch all the video lectures and intention to complete all the tasks. The research database consists of trace data and survey data collected among participants of 5 MOOCs launched in the spring semester of 2017. Survey data recorded one result-oriented intention (to earn a certificate) and the two strong positive action-oriented intentions. The results showed, first, a significant relationship between strong positive action-oriented intentions and behavior in MOOCs. Secondly, we found that the intention to watch lectures and to complete tasks are conceptually different intentions: the intention to watch lectures does not play a significant role in course completion compared to the intention to complete all the tasks. Thirdly, we found that the strong positive action-oriented intention to complete all the tasks is a more powerful predictor of course completion than the result-oriented intention. These results can be used to adjust interventions that are embedded in the courses to increase their effectiveness.",,TECHNOLOGY KNOWLEDGE AND LEARNING,,SPRINGER,,,
WebOfScience,Article,"Laryea, K; Paepcke, A; Mirzaei, K; Stevens, ML",Ambiguous Credentials: How Learners Use and Make Sense of Massively Open Online Courses,2021,"Researchers have investigated the demography and styles of engagement of those who enroll in MOOCs but have lent little attention to how learners navigate MOOCs' ambiguity as academic certifications. Analyzing semi-structured interviews with 60 people who devoted substantial time to at least one MOOC between 2014-2017, we find that people use MOOCs to build skills for application at work and home, build relationships, navigate life transitions, and enhance formal presentations of self, at the same time that they disagree on the meaning of MOOC completions as official academic accomplishments. Our findings build theory on the multi-dimensional character of credential prestige that can inform educational social scientists and credential providers in an increasingly complicated postsecondary ecosystem.",,JOURNAL OF HIGHER EDUCATION,,"ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",,,
WebOfScience,Article,"Roig, GIB",DaFT certificate as part of a MOOC German for Tourism,2021,"German as a foreign language for tourism (DaFT, from the German) is taught in academic and vocational training contexts and is thus primarily aimed at those who work in different areas of the tourism industry, coordinating professional processes and activities. DaFT classes aim to foster linguistic ability in this professional field and develop communicative skills, including those of register, in international, intercultural contexts. In this sense, DaFT is used in interactions, and the classes have to prepare students of Tourism to be able to interact in real situations with German speakers from different cultures. For this reason, we assume that DaFT lessons should focus on the skills of aural comprehension and speaking, The basic online course (MOOC) German for Tourism at the University of the Balearic Islands originated in this teaching- learning context with a view to helping students of Tourism and other learners of German who work in the tourism industry to put their skills to the test. This article presents a project for the drawing up of a DaFT test based on the language abilities and competences covered in the MOOC.",,LFE-REVISTA DE LENGUAS PARA FINES ESPECIFICOS,,"UNIV LAS PALMAS GRAN CANARIA, SERV PUBL & DIF CIENT PARQUE CIENT",,,
WebOfScience,Article,"Liu, M; Shen, SS; Chen, CS",Analysis of the learners' learning behaviours in MOOC informationisation leadership,2021,"For better adapting the course to different learners' needs, this study analysed the learners' online learning behaviours. Through using data mining technology to mine the learning behaviours from five dimensions: video watching, text reading, discussion and communication, test and assignments taking, we draw the following conclusions: the demographic characteristics of learners show that the learners are mainly composed of principals, middle-level educational managers and key teachers. The learner's general learning behaviour characteristics are mainly expressed by the facts that the learners' interest in practical cases, and few participants can last more than four weeks, and the learners like videos and texts but they do not like to speak in the discussion forum. Learners can be divided into three clusters: certificate-oriented learners, practice oriented learners and browsers. The value of MOOC should not be evaluated on the basis of certification rates but on whether the learner's learning needs are met.",,INTERNATIONAL JOURNAL OF CONTINUING ENGINEERING EDUCATION AND LIFE-LONG LEARNING,,INDERSCIENCE ENTERPRISES LTD,,,
WebOfScience,Article,"Medina-Labrador, MI; Vargas, GG",Biases election to rescue retention in MOOCs,2020,"After the success of the MOOCS of recent years, the low retention, calls into question its effectiveness. The present investigation analyzes the data of different MOOCs with the objectives of determining students and MOOCs with deserting profiles and finding patterns of finalizing students, through distortions of reality (biases). The stratification and prediction technique, CHAID type decision tree (Chi-square automatic interaction detector) was used. The results indicate that the variables interest in the certificate, biases of choice and age are what best predict the profiles of the dropout students. In the case of the profiles of the courses that favor the desertion; the duration of the MOOC, the selection biases, the number of modules and the number of teachers show the course with the highest probability of abandonment. Contrary to what was expected, the incremental number of questions during the different evaluations during the MOOC was found to be the greatest predictor of attrition. The discussion presents pedagogical strategies that directly benefit the survival of MOOCs.",,PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO,,"UNIV GRANADA, GRUPO INVESTIGACION FORCE",,,
WebOfScience,Article,"Macerata, E; Negrin, M; Concia, F; Mossini, E; Magugliani, G; Sancassani, S; Mariani, M",Learning nuclear chemistry and radiochemistry through a massive open online course,2020,"A MOOC on Nuclear and RadioChemistry (NRC) has been developed within the EU-H2020 MEET-CINCH project, in order to attract more students towards the discipline and increase people awareness. The course is divided into five weeks highlighting the importance of radiochemistry and nuclear chemistry for environment, health, industry, nuclear energy and society. Each week consists of different modules covering all possible applications of NRC within the week topic. The module follows a pedagogical framework designed ad hoc, that gradually introduces the topic to students, giving them different examples and applications to understand the theoretical concepts and to acquire a technical terminology. Feedback obtained by the pilot edition showed very good results: despite the short duration of the course, 25% of the 203 users successfully completed the course achieving the Certificate of Accomplishment. The answers collected in the inital survey and the final customer satisfaction questionnaire showed that users belonged to the selected target group and greatly appreciated the presence of practical examples and the different lesson formats adopted. The MOOC objective of attracting new students towards NRC appears to be on a good track, however this can only be confirmed by monitoring the next MOOC editions.",,NUOVO CIMENTO C-COLLOQUIA AND COMMUNICATIONS IN PHYSICS,,SOC ITALIANA FISICA,,,
WebOfScience,Article,"Foroughi, A",Supply chain workforce training: addressing the digital skills gap,2021,"Purpose The purpose of this research was to address the critical need for supply chain workforce training to empower employees to use new digital technologies and to identify and evaluate current sources of supply chain training. Design/methodology/approach An online search was performed to locate training that is available for supply chain employees. Training providers who met the online delivery criterion were identified and evaluated on: (1) amount of supply chain content and/or digital technology content, (2) flexibility, (3) customizable and (4) credentials offered. Findings Several sources of supply chain training were identified-supply chain professional organizations, consultants, MOOC courses and MicroMasters programs at colleges and universities. Research limitations/implications The results of this study are limited by the fact that the number of supply chain training providers identified is not exhaustive and because the study examined training opportunities available at a particular point in time. Course offerings will change over time; certification requirements will be updated, and new providers will appear. Practical implications By identifying sources of supply chain training that are currently available to help bridge this serious skill shortage, the results can serve as a guide to enterprises moving toward supply chain digitalization. Social implications To succeed in the current environment of digital transformation, employees need opportunities to build digital skills that are demanded by corporations around the world. This is especially important at a time when unemployment is at an alarming rate. Originality/value An earlier version of the paper was presented at the 2019 Meeting of the Decision Sciences Institute, November 23-25, 2019, in New Orleans, LA.",,HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING,,EMERALD GROUP PUBLISHING LTD,,,
WebOfScience,Article,"Li, M; Zou, WT; Shi, Y; Pan, ZL; Li, CL",What do participants think of today's MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals,2020,"Literature on MOOCs has shown that understanding learners' perspectives in taking MOOCs is critical if a MOOC needs to be successful. Now that MOOCs have been in wide use, in this study we took an updated look at learners' perspective of taking MOOCs designed for working professionals and course aspects that these MOOC participants found beneficial. General interest in the topic, personal growth and enrichment, relevance to job, and career change were the top reasons for working professionals to enroll in MOOCs. First-time MOOC takers were more likely to seek a certificate, while MOOC veterans may complete most assignments but did not seek for a certificate. Quality materials from a reputable provider remains an important reason for working professionals to enroll in a MOOC. Offering meaningful ways for MOOC participants to interact with instructors and with each other calls for innovative designs than the current discussion forums in a learning management system can offer. This remains to be a big challenge for MOOC designers.",,JOURNAL OF COMPUTING IN HIGHER EDUCATION,,SPRINGER,,,
WebOfScience,Article,"Guo, JQ; Li, CY; Zhang, GZ; Sun, YC; Bie, RF",Blockchain-enabled digital rights management for multimedia resources of online education,2020,"Nowadays, various online education platforms (such as MOOCs, Coursera, XuetangX and so on) not only provide a broad Internet environment for sharing multimedia learning resources, but also bring a series of challenges in digital rights management, such as the infringement of digital copyrights of multimedia learning resources, the insecurity of digital education certificates, and the low degree of openness of multimedia learning resources. To sovle these issues, we propose a blockchain-enabled digital rights management system, which includes an entirely new network architecture for sharing and managing multimedia resources of online education on the basis of the combination of the public and private blockchains, as well as three specific smart contract schemes for the realization of the recording of multimedia digital rights, the secure storage and the unmediated verification of digital certificates, respectively. The proposed blockchain-enabled digital rights management system has been demonstrated as a promising candidate solution to the blockchain-based multimedia data protection in an online education environment.",,MULTIMEDIA TOOLS AND APPLICATIONS,,SPRINGER,,,
WebOfScience,Proceedings Paper,"Ilham, D; Mostafa, E; Mohamed, K",Towards a new approach to reduce the dropout rate in e-learning,2020,"MOOCs are currently facing a major problem, namely the decrease in the rate of certified at the end of a MOOC. The main cause of this problem is due to the difficulty of detecting user behaviors in the platform which does not help tutors in their follow-up and their educational supervision of learners as well as to interact easily with them. In this work, to solve this problem we will propose an information system capable of automatically analyzing and detecting the behavior of users who follow a distance training and subsequently, to classify their profiles according to predefined parameters to facilitate teachers choose courses and activities based on the behavior of each user.",,"3RD INTERNATIONAL CONFERENCE ON NETWORKING, INFORMATION SYSTEM & SECURITY (NISS'20)","3rd International Conference on Networking, Information System and Security (NISS)",ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Lang, D; Chen, GL; Mirzaei, K; Paepcke, A",Is Faster Better? A Study of Video Playback Speed,2020,"We explore the relationship between video playback speed and student learning outcomes. Using an experimental design, we present the results of a pre-registered study that assigns users to watch videos at either 1.0x or 1.25x speed. We find that students who consume sped content are more likely to get better grades in a course, attempt more content, and obtain more certificates. We also find that when videos are sped up, students spend less time consuming videos and are marginally more likely to complete more video content. These findings suggest that future study of playback speed as a tool for optimizing video content for MOOCs is warranted. Applications for reinforcement learning and adaptive content are discussed.",,LAK20: THE TENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE,10th International Conference on Learning Analytics and Knowledge (LAK),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Le Thi, TV; Haugaard, H",DIGITAL COMPETENCES OF HIGHER EDUCATION STUDENTS: CURRENT APPROACHES AND COLLABORATION POSSIBILITIES BY DEVELOPING AND IMPLEMENTING A CURRICULUM INTEGRATED PROGRAM AND SELF-ASSESSMENT-TOOL,2020,"Continuous (self-)education and digital competences are important factors for employment, personal development and participation in a digital society. This paper describes practice examples of a curriculum-integrated program for students using a self-assessment-tool in order to improve students' digital competences, help them evaluate their own competence levels and assist them in independently closing their competence gaps. Both the curriculum-integrated program for digital competences and the self-assessment tool are based around the European Digital Competence Framework for Citizens. The curriculum-integrated program DigKom Nuremberg-Tech is an initiative that provides digital key competences for students of all disciplines at the Nuremberg Public Institute of Technology Georg-Simon-Ohm since 2017. The Digital Competence Wheel is an online self-assessment tool developed by Center for Digital Dannelse in Copenhagen, launched in 2016. The DigKom Nuremberg-Tech program is structured as a modular concept. Students can choose a part of the program according to their interest and individual needs or they can participate in the whole program and apply for a certificate for digital competences. It consists of two formats: interactive workshops and interdisciplinary lectures, which are integrated in the module General Studies and recognized with ECTS. DigKom Nuremberg-Tech has three goals: Goal 1: Help students to better understand current topics and trends from different fields of digital competences Participants acquire knowledge of digital learning, data literacy, digital ethics, industry 4.0. They get familiar and practice technologies and techniques, especially for obtaining, analysing and evaluating information, security and handling of their own data, communication using digital media, creating digital contents like websites, apps, information design, etc. Other relevant key competences are additionally trained within the program, especially agile work management, critical thinking and team working. Goal 2: Support the lifelong learning skills of students in the digital age DigKom offers two courses on Learning, Self-Organization and Motivation 4.0 as well as OER and MOOCs - the way to expand knowledge and continuing self-education. Participants identify their own knowledge gaps and areas of interest, try new digital tools and suitable online educational learning platforms and document their learning experiments on online learning portfolios. Goal 3: Promote self-reflection and assessment of competence levels The Digital Competence Wheel helps students estimate their current competence levels. Through a series of self-assessment statements, the students reflect on and score their own everyday practice. Upon completion, the students are presented with personal competence profiles, which visually illustrate their competence strengths and weaknesses as well as include supplementary information for upskilling. Thus, students can formulate a strategy on how best to develop their strengths in the future and how to independently close their competence gaps. Together, the three-pronged approach to competence assessment and development provides students with hands-on experience with new technologies, first-hand insights into own strengths and weaknesses as well as theoretical knowledge of current competence demands. Focusing on the individuals' capabilities enables students with tools to further guide their lifelong learning.",,"14TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2020)","14th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Nardyuzhev, V; Nardyuzhev, I; Marfina, V; Kurinin, I",ONLINE LEARNING OF FUTURE MASTERS OF SCIENCE IN PHILOLOGY,2020,"The article is devoted to the issues of incorporation of online courses in Master's degree program. Pros and cons of modern MOOCs and public e-learning environments are discussed. Potential benefits and difficulties for the university to have its own on-premises online courses combined with integrating educational projects and computer-based testing are considered. The experience of creation and usage of an online course Computer, Office and Internet Technologies developed in the RUDN University for future Masters of Science in Philology is analyzed. This course has three main theoretical sections: 1) information and smart society, basics of computer science, hardware and software of modern personal computer; 2) e-office programs for working with texts and documents, spreadsheets and summary tables, presentations and databases; 3) modern Internet technologies, basics of web programming, graphics, information security. The course includes assignments for three integrating educational projects: 1) the design of student's personal workplace based on a mobile computer; 2) the creation of a website with online questionnaires on the Internet; 3) the development of a personal scientific and educational trajectory. There is a set of rehearsal and examination computer tests to assess the educational achievements of students at the stages of entrance control of knowledge, midterm and final certifications, verification of residual knowledge in learning environment Moodie. The authors come to conclusion that combination of on-premises online courses with integrating educational projects and computer-based testing meets the requirements of educational standards of the new generation to actively use methods and forms of interactive and online learning in the organization of independent work of students.",,"14TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2020)","14th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Oganda, FP; Lutfiani, N; Aini, Q; Rahardja, U; Faturahman, A",Blockchain Education Smart Courses of Massive Online Open Course Using Business Model Canvas,2020,"With the development of internet technology, online education, a new model of education, has been very popular. However, this mode of education still has many problems in terms of credibility, credit certification and certificates, student privacy, and various courses. The accepted question addressed was whether universities would discuss blockchain technology differently from traditional research and education. Through a research approach, literature summary and case analysis as well as Business Model Canvas which provides three theoretical contributions and guidance on what Blockchain is by taking sponsored studies. This study shows the results that integrating blockchain technology with the MOOC-based Smart Program Education platform is a trend that is promised on the Internet of online education development. The conclusion can provide a critique of the technical features and basic applications of Blockchain and provide solutions to online education problems based on Blockchain technology. Assistance, discussion, discussion on blockchain and discussion on how educational institutions work must be approved by Blockchain technology as digital technology, so that more can be expected in prototypes and will be developed to provide a better replacement.",,PROCEEDINGS OF ICORIS 2020: 2020 THE 2ND INTERNATIONAL CONFERENCE ON CYBERNETICS AND INTELLIGENT SYSTEM (ICORIS),2nd International Conference on Cybernetics and Intelligent System (ICORIS),IEEE,,,
WebOfScience,Article,"Peng, X; Xu, QM",Investigating learners' behaviors and discourse content in MOOC course reviews,2020,"In MOOCs, course reviews serve as a new interactive tool that has not yet been sufficiently exploited. Therefore, this study investigated learners' explicit behaviors and implicit discourse content derived from reviews by using a mixed approach of text mining and statistical analysis. We proposed an improved topic model called Behavior-Emotion Topic Model (BETM) to detect reviews' semantic content between two achievement groups (completers and non-completers). Then we performed statistical analysis to investigate differences in the two groups' discourse behaviors and content. Results showed significant differences in discourse behaviors and focused topics between completers and non-completers. Specifically, posting reviews was a significant behavior for completers, while replying and giving peers' reviews thumps up were significant behaviors for non-completers. Furthermore, completers tended to express appreciation of course-related content by posting reviews and, afterward, showing certificates, whereas non-completers tended to hold negative attitudes toward the platform construction's technical issues by replying. Finally, we conducted an evolutionary analysis to explore the dynamics of learners' focused content throughout the course over 3 years; this can provide instructors new insights for the development of online course, thus meeting future learners' needs by adjusting the teaching process.",,COMPUTERS & EDUCATION,,PERGAMON-ELSEVIER SCIENCE LTD,,,
WebOfScience,Proceedings Paper,"Ramneet; Gupta, D; Madhukar, M",Bibliometric Analysis of MOOC using Bibliometrix Package of R,2020,"As a growing academic approach, MOOCs have gained widespread attention through academic courses. There are many MOOC platforms available like Udemy, Udacity, Coursera, Swayam, Khan Academy and EdX. All these platforms provide free as well as paid courses. These types of certifications help in boosting the career of the learners. A strong recommendation system is the need of the day for these types of platforms that will guide learners in selecting the appropriate course according to their levels. In this paper, 1511 journal articles have been selected through the Scopus database from 2012 to 2020. This study uses a bibliometric analysis method to visualize the knowledge network analysis with the help of the Biblioshiny tool of R software.",,PROCEEDINGS OF 2020 6TH IEEE INTERNATIONAL WOMEN IN ENGINEERING (WIE) CONFERENCE ON ELECTRICAL AND COMPUTER ENGINEERING (WIECON-ECE 2020),6th IEEE International Women in Engineering (WIE) Conference on Electrical and Computer Engineering (WIECON-ECE),IEEE,,,
WebOfScience,Article,"Labrador, MM; Vargas, GRG; Alvarado, J; Caicedo, M",SURVIVAL AND RISK ANALYSIS IN MOOCS,2019,"The most significant disadvantage in the use of MOOCs is their high drop out rates, which reaches between 88.3% and 90%. This research examined the desertion from 15 MOOCs, the following factors and their relation to desertion were assessed, characteristics of the students (gender, language, educational level, age, interest in the final certificate) and aspects of the courses (data lost at the time of registration, duration of the MOOC, course discipline, number of total questions and by evaluation). The results, based on survival analysis, indicate the probability of desertion is the highest on the first and last weeks of the MOOC. Our findings show that the probability of dropout is affected by the number of questions in each evaluation, the educational level of the participants, their age and their interest in the certificate. Missing data in the registration form was found to be associated with desertion being a significant pre-dictor of risk of quitting. Finally, the lack of interest in the certificate was found to be a predictor of the highest risk of dropping out. Possible strategies to reduce the desertion behavior at MOOCs are discussed.",,TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION,,ANADOLU UNIV,,,
WebOfScience,Article,"Heller, RF; Chilolo, E; Elliott, J; Johnson, B; Lipman, D; Ononeze, V; Richards, J",Do tutors make a difference in online learning? A comparative study in two Open Online Courses,2019,"Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries and backgrounds. Numbers of discussion forum posts were greater in tutor-led than self-paced courses. Measured outcomes of certificates of completion, quiz completion and marks gained were very similar and not statistically significantly different between the tutor-led and the self-paced versions of either course. In light of little discernible difference in outcome between self-paced learning compared with courses including tutor-led discussions, the utility of the time cost to tutors is in question. The findings may be relevant to others designing online courses, including MOOCs.",,OPEN PRAXIS,,INT COUNCIL OPEN & DISTANCE EDUCATION,,,
WebOfScience,Proceedings Paper,"Bajwa, A; Bell, A; Hemberg, E; O'Reilly, UM",Student Code Trajectories in an Introductory Programming MOOC,2019,"In classrooms, instructors teaching students how to code have the ability to monitor progress and provide feedback through regular interaction. There is generally no analogous tracing of learning progression in programming MOOCs, hindering the ability of MOOC platforms to provide automated feedback at scale. We explore features for every certified student's history of code submissions to specific problems in a programming MOOC and measure similarity to sample solutions. We seek to understand whether students who succeed in the course reach solutions similar to these instructor-intended sample solutions, in terms of the concepts and mechanisms they contain. Furthermore, do students learn to conform to instructor expectations as the course progresses, and does prior experience have correlations with student behavior? We also explore what feature representations are sufficient for code submission history, since they are directly applicable to the development of automated tutors for progress tracking.",,L@S '19: PROCEEDINGS OF THE SIXTH (2019) ACM CONFERENCE ON LEARNING @ SCALE,6th ACM Conference on Learning @ Scale (L@S),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Coffey, FC; Ashworth, P",First Year of the UQ Sustainable Energy MicroMasters Series: Evaluation of Participation and Achievement,2019,"The University of Queensland's (UQ) Sustainable Energy MicroMasters series was offered for the first time in 2018 on the edX platform. The MicroMasters series is comprised of four courses with a capstone assessment. When the courses closed in December 2018, a review was undertaken of the participation levels and achievement outcomes of participants in both the verified and audit enrollment modes. The total enrollment in all courses in the MicroMasters was 22,093. The proportion of participants who enrolled in the verified enrollment mode was less than 2.5% per course. The proportion of verified participants who passed (achieved 70% or higher in the final grade) ranged between 29-67%, with the more technical courses having the lower pass rates. A total of 134 course certificates were delivered to 95 participants enrolled in one or more of the four courses, with over three quarters of participants who received a course certificate only achieving one certificate. Verified participants take time to achieve four certificates which has implications for articulation to on-campus or external Master programs and first and second semester entry points. If MOOCs are to be part of a university's delivery mode there will need to be a large increase in the number of students electing and paying to be part of the verified enrollment mode to justify the development costs and ongoing support required to run such a series. Changes to enrollment policies that affect verified enrollments, introduced by platform providers such as edX, will need to be monitored.",,DIGITAL EDUCATION: AT THE MOOC CROSSROADS WHERE THE INTERESTS OF ACADEMIA AND BUSINESS CONVERGE,6th European MOOCs Stakeholders Summit (EMOOCs),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Cross, JS; Keerativoranan, N; Carlon, MKJ; Tan, YH; Rakhimberdina, Z; Mori, H",Improving MOOC quality using learning analytics and tools,2019,"Assessing the quality of MOOCs is an important issue for learners since learners are paying fees for accessing the content (e.g. graded assignments), certificates of completion and for course credit. One of the unique advantages of online courses is that all the content can be assessed and analyzed even before the courses arc released using various learning analytical and natural language processing tools. However, to date there are few studies in the literature published on the analysis of MOOC content. Furthermore, MOOC providers expect the course developers to periodically revise their MOOCs. Various types of analysis that can be done on the course text, video transcripts and assessments such as readability, listenability, videolytics, and text analysis. By analyzing the course content before its release, the content can be adjusted to target various learners. Subsequently, the same techniques can be used to analyze the discussion board posts and post-course survey to identify areas in a course that need to be modified in to order to improve the course quality for subsequent release. In this paper natural language processing and MOOC analytics were applied to several MOOCs to identify areas for revision to enhance their quality.",,PROCEEDINGS OF 2019 IEEE LEARNING WITH MOOCS (IEEE LWMOOCS VI 2019): ENHANCING WORKFORCE DIVERSITY AND INCLUSION,6th IEEE Conference on Learning With MOOCS (LWMOOCS) - Enhancing Workforce Diversity and Inclusion,IEEE,,,
WebOfScience,Proceedings Paper,"Jiang, ZR; Dai, YP",Discussion on the innovative mixed model of Automatic control experiment MOOC teaching,2019,"The online course is a new education platform, and its credits have been gradually accepted as college credit. China University Love Course Platform can provide course certificates. At present, universities encourage teachers to teach MOOC courses, which promotes both the internationalization of higher education and the innovation of traditional teaching. However, there are several issues with the current MOOC teaching. First, there is an unbalanced low proportion of laboratory courses; Second, the offered laboratory courses mainly focus on theory, leading to the lack of experimental design and other teaching links; Third, the lack of some practical trainings, such as practical experiments and remote experiments, reduces teaching effects; Fourth, MOOC belongs to the network teaching mode. It is difficult for students to complete the MOOC course if it is not combined with offline course management,. To solve these issues, this paper designed an experiment on automatic control theory, which is a mixed teaching mode, namely the MOOC laboratory teaching ; auxiliary Web online teaching platform off-line laboratory teaching and management. It enables the students to not only take online MOOC content. also manage and download the study materials remotely. We combine online education and offline experiment teaching, thereby providing students with a variety of learning modes.",,PROCEEDINGS OF THE 2019 31ST CHINESE CONTROL AND DECISION CONFERENCE (CCDC 2019),31st Chinese Control And Decision Conference (CCDC),IEEE,,,
WebOfScience,Proceedings Paper,"Maiyuran, J; Bajwa, A; Bell, A; Hemberg, E; O'Reilly, UM",How Student Background and Topic Impact the Doer Effect in Computational Thinking MOOCs,2019,"Interactive practice exercises are a fundamental design element of most online courses. Their value can be quantified by the doer effect - a reliable correlation between practice and learning outcomes that is stronger than the correlation between video watching and learning outcomes. In two computational thinking and programming MOOCs, we first confirm the doer effect for all certificate earners in short and long term grade outcomes. This leads to asking: Is the doer effect similar when experienced learners are compared to novices? Is it present, regardless of the topic being taught? We find the doer effect varies in magnitude across learners of different experience level and topics, suggesting that the importance of practice depends on the topic and the learner's background. Our findings inform scalable instructional design in MOOCs by demonstrating that the doer effect, present at a high level, also exhibits fine-grained variation across student background and topics.",,PROCEEDINGS OF 2019 IEEE LEARNING WITH MOOCS (IEEE LWMOOCS VI 2019): ENHANCING WORKFORCE DIVERSITY AND INCLUSION,6th IEEE Conference on Learning With MOOCS (LWMOOCS) - Enhancing Workforce Diversity and Inclusion,IEEE,,,
WebOfScience,Proceedings Paper,"Nahhas, S; Bamasag, O; Khemakhem, M; Bajnaid, N",Leveraging linked data to propel competency-based education based on labour skills,2019,"Recently, there is a debate on the credentials that is more important for the individuals; their education and certificates or their competences and skills. Competency-based education (CBE) is a paradigm that can combine the both benefits. Linked data technology has potentials that help education to be more oriented towards CBE by linking the education with competences fields such as labour. However, that needs the education courses to be updated according to labours' demands which require lifelong learning to make individuals kept up with the emerging competences and technologies. CBE and lifelong learning are related to open education such as OCWs, MOOCs and OERs; since MOOCs for example give the chance to learn from the industry leaders which is very effective for CBE and can be acquired anytime. Also, open education is more responsive to the emerging demands of labour. Based on that, traditional universities have a possibility to update their courses based on the CBE rather than starting from scratch. Therefore, making mutual integration between traditional and open education courses based on labours' competences can offer an opportunity to go towards CBE. In this paper we propose a novel approach to refine education courses to be more oriented towards CBE by this mutuality integration. Input to this approach is the course information and the output is lists of candidate competences concepts that a course designer can use to refine current courses' topics and learning outcomes based on labour skills. Also developing a new metrics is suggested based on conducting some statistics to measure the importance of the concept regarding the CBE and measure how much the whole course is related to the labour needs. Lastly, developing a bridged model based on the competences concepts to be as anchors is suggested to provide links to the related OERs and related courses from MOOCS/OCWs.",,2019 2ND INTERNATIONAL CONFERENCE ON COMPUTER APPLICATIONS & INFORMATION SECURITY (ICCAIS),2nd International Conference on Computer Applications and Information Security (ICCAIS),IEEE,,,
WebOfScience,Proceedings Paper,"Simonics, I",Place and role of K-MOOC in Hungarian and Trans-border Education,2019,Our University established Carpathian Basin Online Educational Centre: K-MOOC - abbreviation is according to the Hungarian name: Karpat-Medencei Online Oktatisi Centrum - to start Hungarian language online courses for people living in Carpathian Basin and all over the World speaking Hungarian. K-MOOC provides online courses with credit points or Certificate for students of Hungarian speaking Higher Education Institutes (HEI) and Life Long Learning as well. Members of this Network are Hungarian or Trans-border Hungarian speaking HEIs. These equal members are elaborating online eLearning courses as a free of charge service and their students can join this courses provided by any member of Network The partner institutes recognize the credit points received by their students according to the European Credit Transfer System and rules accepted by partner HEIs. The paper summarizes the results and successful story of K-MOOC.,,PROCEEDINGS OF 2019 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON),10th IEEE Global Engineering Education Conference (EDUCON),IEEE,,,
WebOfScience,Proceedings Paper,"Trisolini, G",THE STUDENT'S PERCEPTION ON MASSIVE OPEN ONLINE COURSES,2019,"In May 2018 students attending the bachelor degree curriculum named Expert in Social and Cultural Education in the University of Bologna, and enrolling in a short course called Information and technology for Education, have been involved in analysis activity aimed to identify MOOCs strength and weaknesses. The course has been developed in three phases: the first was related to the presentation of learning design concepts and online activity production; the second was expected the achievement of an individual task thought the analysis of two MOOCs provided by Italian platforms (EduOpen, EMMA, PoK); the third was dedicated to the identification of MOOCs strength and weaknesses, that has been shared through groups work. At the end, students were required to discuss in short groups about the individual results. These little discussions have been defined back talk by Lanzara and back talk focus group by Frisina. Each discussion has been recorded and transcripted in order to analyse students' contributions with NVivo 12 software and to support the results discussion. The results demonstrate that the main critical issues are related to learning design, assessment, interaction and communication tools, tutoring, inclusive dimension and certification. On the one hand, these aspects have been evaluated by students in a positive way, on the other hand, with a negative meaning. Some examples reported by students are: the video lectures, appreciated for their duration and clarity, at the same time are also considered as a weakness for their sameness; the absence of prerequisites that assure free access to the MOOCs is necessary for students in order to facilitate self-evaluation before enrolling; the communication tools as chat and forum to communication, sharing and collaboration with peer and teachers are the only way for social learning; the assessment is quite debated for the type of test that is mainly represented by multiple choice; the inclusive dimension is mainly considered for its weaknesses about the little presence of compensatory tools reserved to people with disabilities; the role of the Tutor is mandatory during the learning processes through individual feedback; the certificate of attendance represents a strength that could become a weakness for its little usefulness in the professional contexts.",,"13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019)","13th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Turner, RL; Gassaway, C",Between kudzu and killer apps: Finding human ground between the monoculture of MOOCs and online mechanisms for learning,2019,"Although MOOCs have not lived up to previously breathless predictions of disruption, they have had an outsized influence on university administrators who see online learning as a savior solution for ever-shrinking budgets. Despite lower student persistent rates, faculty skepticism, and burdensome faculty workloads, the general public and administrative embrace of online learning has been enthusiastic, which may be explained in part using Foucault's concept of the episteme to view the convergence of the parallel tracks of educational and technological development--the idea of a kind of mechanism for learning. While MOOCs once promised best professors, other institutions now promise the best designed mechanisms for learning, certified through corporatized quality assurance programs and learning management systems. While this may be appropriate for shopping educational products in a neoliberal marketplace, it seldom addresses human needs. Moreover, the temporal and human constraints that online promises to banish, in fact, continue to exist. Therefore, a more realistic examination of psychological and social factors, pedagogical tools, and the nature of online communication, is needed in order to create a more humane way of teaching, and learning.",,EDUCATIONAL PHILOSOPHY AND THEORY,,TAYLOR & FRANCIS LTD,,,
WebOfScience,Article,"Vrillon, E",A new evaluation of success in MOOC with individual type of uses,2019,"With low retention rate and certification of registrants, success of MOOC has been questioned. Many researches took place to understand why and find out how to resolve that phenomenon. Though success in MOOC has been defined through registrant capacity to achieve and obtain a certification. But finally, many of these approaches do not consider individual aim and intention meanwhile they are central to distinguish real failure from voluntary interruption. This article presents a new approach and evaluation of success in MOOC using a typology of individuals uses of MOOC. Analyses are carried out on data collected from 5709 people enrolled in 12 MOOC on the FUN platform, interviewed again one year later (n=1778). Results shows that six different uses of MOOC exist for which certification or achievement are not necessarily relevant indicators of success. According to the type of uses, obtention of certification and achievement vary. The results ask about the use of these new resources in the field of vocational training and education and benefit it can carry out for registrants.",,QUESTIONS VIVES-RECHERCHES EN EDUCATION,,UNIV PROVENCE-AIX-MARSEILLE I,,,
WebOfScience,Proceedings Paper,"Wang, X; Wang, BZ; Liu, CX; Zeng, C",Blended Teaching Practice in Digital Signal Processing Course,2019,"Aiming at the training objectives of engineering education certification, based on OBE pedagogical idea, this paper researched blended teaching method and carried out teaching process design and practice. Following the rules of student-centered and teacher-led, blended teaching scheme was designed. For the teaching contents, we separated them into five modules, and each module included several knowledge points for online learning and discussion. Teachers established course website in Cloud Class of Hebei University of Technology, and uploaded multimedia courseware, teaching videos, etc. Using these online resources, through MOOC, flipped classroom, and fragmentation learning, integration of online learning and offline learning was realized. Blended teaching emphasized assessments of learning process and abilities of the students, so regular grade combined online evaluation with traditional evaluation. Through autonomous learning, discussion in groups, interaction with others, counseling and answering links, this teaching and learning method develops students' abilities to analyze and solve practical engineering problems.",,PROCEEDINGS OF THE 2019 5TH INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE AND HIGHER EDUCATION (ICSSHE 2019),5th International Conference on Social Science and Higher Education (ICSSHE) - Problem and Opportunity of Higher Education and Social Science Development,ATLANTIS PRESS,,,
WebOfScience,Proceedings Paper,"Ahmad, NB; Jawawi, DNA; Sulaiman, S; Mohamad, N",IMPLEMENTATION OF BLENDED LEARNING FOR DATA STRUCTURE SUBJECT THROUGH MOOC,2018,"Blended learning is an integrated approach with the inclusion of online learning tools and technology, and face-to-face (F2F) learning. The dominant usage between the two approaches (F2F or online learning) depends on the course learning model. Since the concept was introduced, many studies have been done on blended learning. However, discussion on the implementation of blended learning through MOOC is still insufficient. Therefore, this study aims to investigate and discuss blended learning implementation for a Data Structure subject with MOOC. Moreover, there are not many studies on students' interaction with other university students. Therefore, apart from reporting on course implementation, performance and satisfaction, this study undertakes analysis of students' participation and interaction within Malaysia and global communities. Results of this study are expected to help in improving student's interaction and setting the course direction. This study uses statistical analysis and social network analysis. The analysis aims to reveal the participation and interaction patterns among Universiti Teknologi Malaysia (UTM) students with students from other universities and other countries. The study found that there is still lack of interaction among UTM students with students from other universities. However, as expected, there is higher participation by UTM students, compare to other students. Therefore, the study encourages students to broaden their network through knowledge sharing and exchange of ideas to increase understanding and benefit more from the subject offered. Additionally, other issues that have been discussed include certification, course design and structure, and provision of feedback. Planning and executing the proposed solutions carefully is important to ensure successful implementation of blended learning in the future.",,EDULEARN18: 10TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,10th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Review,"Alcarria, R; Bordel, B; de Andres, DM; Robles, T",Enhanced Peer Assessment in MOOC Evaluation Through Assignment and Review Analysis,2018,"The rapid evolution of MOOCs in recent years has produced a change in the education of students and in the development of professional skills. There is an increasing pressure on universities to establish procedures for the recognition and certification of student participation in MOOCs. In order to guarantee that the evaluation procedures are in line with the quality of the procedures traditionally established in the university, a proposal for an enhanced peer assessment is required to allow a more precise review of the students' tasks and the assessments provided by his colleagues, considering procedures of verification of originality and a complete rubric for the peer review that takes into account reviewer's history for a correct grade calibration. This paper describes the implementation of the evaluation tool, and an experimental validation that indicates that the majority of the students who have used the tool for the revision of assignments have generated grades closer to the revisions generated by the professors in the study.",,INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING,,KASSEL UNIV PRESS GMBH,,,
WebOfScience,Article,"Costello, E; Brunton, J; Brown, M; Daly, L",In MOOCs we Trust: Learner Perceptions of MOOC Quality via Trust and Credibility,2018,"In this study we sought to examine MOOC learners' levels of trust in the platforms, institutions, and instructors involved in MOOC design and delivery. We sought to examine what influenced learners' conceptualizations of trust in MOOCs and how this might influence their future intentions towards the related MOOC providers. To this end we examined whether an increase in perceived source credibility of the MOOC increased trusting beliefs of the MOOC learner. Furthermore, we examined whether increases in trusting beliefs of the MOOC learner would lead to an increase in their future trusting intentions. This second question has implications for whether a learner persists in their learning or decides to commit to further study pathways such as paid certificates. In addition to testing these two hypotheses we sought to determine the most significant underlying drivers that learners reported as affecting their trust in MOOCs they undertook. Drawing on concepts of trust from the literature, we adapted and developed a survey instrument and recruited MOOC learners to respond. Following analysis of 76 responses we found a positive correlation between source credibility and learner trust in MOOCs. Further there was also a positive correlation found between trust in MOOCs and learners' professed future intentions. Finally, we determined several component factors of MOOC trust drivers as reported by MOOC learners. Our work holds potential implications for MOOC platform developers, instructors, and designers in signposting areas where MOOC learners have positive and negative experiences of MOOCs, which can in turn influence their future relationship with the MOOC providers.",,INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING,,KASSEL UNIV PRESS GMBH,,,
WebOfScience,Article,"DeBrock, L",The New Face-to-Face Education Scalable Live-Engagement,2018,"The iMBA, which is delivered 100% online, was launched by Gies College of Business at the University of Illinois at Urbana-Champaign in 2016. By fall of 2018, the program will enroll more than 1,700 students from 70 countries. With its US$22,000 tuition, about 1/3 the price of programs of similar caliber, the iMBA is reaching under-served populations, including those unable to pay premium prices or make time for in-person residency as well as late-career learners who are disinclined to attend a conventional program. One of the iMBA's major breakthroughs is its scalability, and that scalability has been accomplished in ways that enhance the quality of education. An iMBA course has two main components - an open MOOC, which delivers core concepts equivalent to what might be covered in a conventional in-person lecture, plus a live global classroom led by a professor and supported by a team of course assistants. As the MOOC delivers the fundamentals of a topic, the live-engagement class focuses on a richer exploration of the material. In the live-engagement classes, hundreds of students can participate simultaneously - yet receive significant individual attention and personalization by interacting with professors and course assistants in real time through chat technology. Students also interact with each other, which often results in side topics being explored, thus producing a richer environment for knowledge discovery than would be possible in a traditional lecture hall in which side conversations are discouraged. Course assistants answer basic questions, and elevate particularly important insights or questions to the professor at the head of the full class, also in real time. Another distinctive feature of the iMBA is that it is delivered in stackable components: A MOOC plus live-engagement element stacks into a for-credit course. A series of for-credit courses stack plus a capstone project stacks into a Specialization. In turn, a series of Specializations stack into the full MBA degree. In this way, students have various on-ramps to the full degree. The iMBA has to a significant degree cured the cost disease in higher education. Faculty create content for multiple uses - for the full MBA as well as for certificate programs, for example - producing multiple revenue streams. Plus classes can be large owing to the novel teaching-team structure, enabling one senior faculty member to potentially teach thousands.",,VOPROSY OBRAZOVANIYA-EDUCATIONAL STUDIES MOSCOW,,NATL RES UNIV HIGHER SCH ECONOMICS,,,
WebOfScience,Proceedings Paper,"Economides, AA; Perifanou, MA",MOOC Affordances Model,2018,"Although there is a great interest on MOOCs, it is not clear what a MOOC should provide to learners enabling them to achieve their objectives. This paper proposes the MOOC Affordances Model (MOOC-AM) for characterizing a MOOC. The MOOC-AM consists of eight dimensions of affordances: 1) Massiveness, 2) Openness, 3) Interaction, Communication, Cooperation & Collaboration, 4) Personalization & Adaptation, 5) Autonomy, Choice & Control, 6) Support, Scaffolding, Help, Facilitation, Assistance, Feedback & Recommendations, 7) Mobility & Ubiquity, and 8) Accreditation, Certification & Assessment. In order to illustrate the application of the MOOC-AM, MOOCs on Programming in Python were examined regarding the affordances they provide. The findings reveal that none MOOC excels in all eight affordances. Learners, educators, designers, developers, and policy makers could consider this MOOC-AM to make appropriate decisions.",,PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION,IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education,IEEE,,,
WebOfScience,Proceedings Paper,"Isidro, C; Carro, RM; Ortigosa, A",Dropout Detection in MOOCs: An Exploratory Analysis,2018,"The presence of MOOCs has increased exponentially in the context of distance education. However, many students who enroll in this type of courses drop out before completion. Several circumstances may cause dropout at any stage of the course and, in any case, before getting the certificate. Some students are not able to follow the course, others fail in the exams and leave, others only aim at getting a general overview of the course contents, others take all the activities but the final test, because of being interested in gaining knowledge but not in obtaining the certificate, etc. For this reason, it is interesting to analyze and understand the behavior of each student while interacting with the course. In this direction, the goal of this work is to predict whether a student will abandon a MOOC before completing it, so that it is possible to intervene accordingly, by warning the teacher about the dropout risk, notifying the student about this risk, etc. Different machine learning techniques have been tested with real data of a MOOC supported by EdX at UAM. In this article, the results of the work carried out in this direction are presented.",,2018 INTERNATIONAL SYMPOSIUM ON COMPUTERS IN EDUCATION (SIIE),20th International Symposium on Computers in Education (SIIE),IEEE,,,
WebOfScience,Proceedings Paper,"Jagetiya, A; Challa, RK; Prashanthi, G",MOOCs: Education for All- On Going Development in India,2018,"It is evident, that the number of qualified teachers is less but the number of students willing to learn new technologies is increasing tremendously. Therefore, it is desired that alternative methods should be adopted to reduce the gap between the required number of qualified teachers and the actually available. As the technology is evolving rapidly, Massively Open Online Courses (MOOCs) appears to be an imminent concept which allows the students to use the IT infrastructure to learn while sitting at their home or workplace. MOOCs help the students to nurture problem-solving capabilities in them with the help of a plethora of online courses in diverse fields. Learners can choose courses of their interest and acquire a certificate of the same. This paper explores the concept and benefits of MOOCs in today's scenario, its advantages like freedom from geographic boundaries, flexibility, optimal cost, better educational outcomes. Further, this paper highlights challenges and limitations towards implementing MOOCs such as the dearth of infrastructure in developing countries, absence of proper assessment method, invalidity of such courses in conventional degree level programs, lack of practical sessions, and dropout rate. Significant developments in the field of MOOCs are ongoing in India under the banner of Ministry of Human Resource Development's project SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds). Nature Journal survey has shown that India ranked second in the world to access MOOCs services. Indian Institute of Bombay and Indian Institute of Kharagpur started a program called T10KT (Train 10 Thousand (K) Teachers) to conduct large-scale teachers training and E-learning awareness program. This paper wraps up with some other developments implementing MOOCs in India with some pragmatic case studies.",,"PROCEEDINGS OF THE 2018 IEEE 6TH INTERNATIONAL CONFERENCE ON MOOCS, INNOVATION AND TECHNOLOGY IN EDUCATION (MITE 2018)",6th IEEE International Conference on MOOCS Innovation and Technology In Education (MITE),IEEE,,,
WebOfScience,Proceedings Paper,"Kappas, S; Tsolis, D",GREEK OPENEDX MOOC AND OPEN COURSES: COMPARISON AND UTILIZATION IN SECONDARY EDUCATION TEACHERS' TRAINING,2018,"Research in the organized Greek MOOCs (Mathesis and Coursity - the only ones of that type in Greece) demonstrates that experience gained from these courses can be utilized for the creation of Greek University MOOCs. A main feature shared by both of them is that they use Open edX content management platform. On the other hand, it has become more feasible nowadays to convert some of Open Courses into University MOOCs on account of the updated Open eClass 3.6 version they use. In our study we fully compare Open edX characteristics (as it is used in Greek MOOCs) with Open eClass new version. Moreover, we compare Open Delos multiform material platform with videos uploaded on Greek MOOCs. Our aim is to find out whether we can convert, from a technological point of view, some of Open Courses into MOOCs. Some of the issues we are going to deal with are the creation of e-portfolio subsystems and mind maps and finding out whether or not they can aid within the context of an organized MOOC. Furthermore, we will cope with such issues as marking-assessment and Certification of participants in these courses. We will suggest solutions to one of the main problems posed by MOOC critics, that is the one of participants' identification, recommending the tool of plagiarism check, embedded in Open eClass new version. All these are presented through the prism of a search into the utilization of Open Courses as an organized form of Secondary Education teachers training.",,EDULEARN18: 10TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,10th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Linditsch, C; Fussenecker, C; Niemann, J; Messnarz, R; Penz, E; Casey, A; Stolfa, J",ELIC - Building the New Generation of Engineers for Automotive in Europe,2018,"The Automotive industry is currently undergoing a dramatic innovation. Mechatronic solutions integrate knowledge about mechanics, physics, chemistry, biology, mathematics and informatics. Generations of students were specialising on one field, while current solutions require architects that can combine these different subject fields to one solution in automotive industry. For instance, battery systems require nowadays such a combination of skills, where chemistry is used to build Li cells. Physics is used to create the circuit and resistors to control the loading of cells. Voltage sensors are used as input to an electronic (ECU - Electronic control unit) to control loading and avoid overloading. And temperature sensors are an input to the ECU to identify temperature and avoid overheating and outgasing of explosive H gas. Mathematical models are used in the control algorithms. And Software I developed and executed on the ECU. Etc. The future car industry needs engineers to think outside the box, across different disciplines and who are capable of multi-disciplinary and multi-cultural team-working. ELIC (Engineering Literacy Online - Teachers as Medium for Change) is an EU project supported under the Erasmus+ program which develops an ECQA (European Certification and Qualification Association) compliant skills set and exam for teachers, as well as a MOOC platform to train teachers to teach interconnected science examples for Automotive.",,"SYSTEMS, SOFTWARE AND SERVICES PROCESS IMPROVEMENT (EUROSPI 2018)","25th European Conference on Systems, Software and Services Process Improvement (EuroSPI)",SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Murthy, S; Warriem, JM; Sahasrabudhe, S; Iyer, S","LCM: A model for planning, designing and conducting Learner-Centric MOOCs",2018,"MOOCs are expanding in popularity and scope, and several new courses are being designed and implemented in a variety of contexts. The discussion around MOOCs is growing too, however, much of that is centered around technological or certification-related issues. There are still not many advances in the pedagogical format, and many MOOCs end up being an online version of the traditional lecture format. At the same time, several problems have been reported, such as, lack of learner engagement, low participation in forums and low completion rates. To address these challenges, we present the Learner-Centric MOOC model: a prescriptive model consisting of a set of guidelines, activity formats and actions for MOOC creators. The LCM model guides instructors in conceptualizing, creating and conducting a MOOC, while maintaining a learner-centric pedagogical approach at its core. The LCM model consists of four structural elements: Learning Dialogs, Learning by Doing activities, Learning Experience Interaction and Learning Extension Trajectories, and Orchestration dynamics. In this paper, we describe the structural and dynamic aspects of the LCM model, show its application in various MOOCs and illustrate evaluation results from MOOCs based on LCM model.",,2018 IEEE TENTH INTERNATIONAL CONFERENCE ON TECHNOLOGY FOR EDUCATION (T4E),IEEE Tenth International Conference on Technology for Education (T4E),IEEE,,,
WebOfScience,Proceedings Paper,"Shao, M",Research on the Influence of MOOC Teaching on the Reform of Ideological and Political Education in Colleges and Universities,2018,"MOOC is a large-scale online open course. It is a brand-new teaching form that connects the Internet with teaching activities based on network technology. Compared with traditional teaching methods, MOOC has the characteristics of large-scale, online and open. The course is based on network technology, so the spatial location is no longer the main factor limiting the classroom capacity. A course of up to 100,000 students can be online at the same time. Throughout the process, teachers and students communicate and communicate through the Internet to complete homework and assessment. Learning results and even issuing assessment certificates have greatly improved the efficiency of teaching; teachers and students are engaged in teaching activities under an open condition, and anyone, any time, anywhere can participate in the class. It can be said that MOOC is a major reform in the field of teaching. As a typical representative of public foundation courses in colleges and universities, the traditional ideological and political courses are still based on classroom teaching. In the mode of MOOC, teachers in the ideological and political teaching activities are positioned as for the disseminators of teaching content, the main teaching objectives should also emphasize the motivation of students to learn and cultivate students' learning methods. Therefore, the ideological and political teaching activities based on MOOCs emphasize the cultivation of students' self-learning ability. Based on this, the paper discusses the influence of MOOC teaching on the reform of ideological and political teaching in colleges and universities.",,"2018 INTERNATIONAL CONFERENCE ON EDUCATION, PSYCHOLOGY, AND MANAGEMENT SCIENCE (ICEPMS 2018)","International Conference on Education, Psychology, and Management Science (ICEPMS)",FRANCIS ACAD PRESS,,,
WebOfScience,Article,"Vazquez-Cano, E; Meneses, EL; Padilla, AHM",The new virtual and continuing learning environments (MOOC). A diachronic study of the students of the Universidad Pablo de Olavide (2015-2017),2018,"This article presents a diachronic study that analyzes the university students' perceptions about MOOCs' strengths and weaknesses in the socio-educational area. The sample consists of 109 students belonging to the Degree of Social Education of the Pablo de Olavide University during the academic years 2015/16 and 2016/17. Through a qualitative methodology, the main advantages were its free nature (f = 45; f = 49); (f = 44 and f = 32) and its potential to help the formation of groups at risk of social exclusion, with a percentage of more than 13% in both academic courses. Among the main disadvantages in both academic courses are the lack of an adequate tutor follow-up for an optimal learning process (f = 43 and f = 37); the additional economic cost to obtain an official certificate (f = 40 and f = 15) and an excessive use of expository materials without taking into account the previous ideas and experiences of the students (f = 44 and f = 20). At the same time, MOOC courses have a high dropout rate (f = 33 and f = 28); they use inadequate assessment systems based on automated questionnaires (f = 30 and f = 22); (f = 29 and f = 18) and in most of the MOOCs a great implication and personal autonomy is required (f = 17 and f = 26).",,EDMETIC,,"UNIV CORDOBA, FAC CIENCIAS EDUCACION",,,
WebOfScience,Proceedings Paper,"Zhang, XD; Li, CS; Zheng, HZ; Wang, HH",Exploring the School-running and Educational Administration Mode in Open Higher Education,2018,"After analyzing the impact of MOOC on higher education, we propose a new teaching mode of higher education. This mode will promote the education mode transition from exam-oriented to quality-oriented, from teacher-based to student-centered and the education thought transition from professional to general of our country. To solve the most crucial issue of the mutual recognition mechanism of credits in MOOC sharing process, MOOC alliance credit mechanism based on the level of mutual recognition mechanism is established. The MOOC teaching quality certification standard is established. According to the MOOC practice, the MOOC recognized by the school is included in the training and teaching plan. MOOC teaching effect evaluation method and attending online course credit recognition method of student are formulated.",,2018 3RD ANNUAL INTERNATIONAL CONFERENCE ON EDUCATION SCIENCE AND EDUCATION MANAGEMENT (ESEM 2018),3rd Annual International Conference on Education Science and Education Management (ESEM),"DESTECH PUBLICATIONS, INC",,,
WebOfScience,Article; Book Chapter,"Zheng, QH; Chen, L; Burgos, D",Emergence and Development of MOOCs,2018,"The e-learning has until quite recently been marked by considerable attention paid to MOOCs. One of the disruptive innovations introduced by MOOCs is the open access to the process of teaching and learning. The impact of MOOCs does not necessarily focus on teaching and learning, but is rather adopted in different manners to serve the needs of public and private sectors. A major development of MOOCs is taking place into a layer of higher education institutions, companies, and associations with bulk of sufficient funding for research and practice. Under MoE's policy, a rapid development of MOOCs and the expansion of MOOC-related practices are underway. Variety of pedagogical reform in the field of MOOCs is undergoing experimentally or practically alongside the rapid growth of MOOCs in China. Even though the common issues are faced such as intellectual property right, business mode, quality assurance, credit certification, participation rate, and constant dropout rate, the outlook for MOOCs is promising as the Chinese government released policies in accelerating MOOCs development.",,DEVELOPMENT OF MOOCS IN CHINA,,SPRINGER-VERLAG SINGAPORE PTE LTD,,,
WebOfScience,Article; Book Chapter,"Zheng, QH; Chen, L; Burgos, D",Instructional Interaction of MOOCs in China,2018,"MOOCs' interaction has the great impact on the quality of the courses. The purpose of this study is to analyze the interaction of MOOCs and to compare the differences in the interaction among different types of courses. In this study, we selected 622 accessible courses of 14 MOOC platform in China and discussed the student levels, teaching models, video types, learning support, and evaluation methods, etc., by comparing the number of posts, the time characteristics of the posts, and the interactive engagement of the teachers of different MOOCs. The study found that MOOCs interaction level was generally low and imbalance in China. Analysis showed that 20% of the courses produced about 90% of the interaction. Teaching model had a great impact on the level of interaction. The inquiry-based courses had the higher level of interaction. MOOCs with flipped-classroom model had better interaction level. Courses with Khan Academy style video had the higher level of interaction. Rich learning support and well-designed certification system were also important to achieve the higher level of interaction. Based on research results, we suggest that MOOCs construction and application in China need to explore the teaching model in depth, design the whole process of learning support, carry out the process-based evaluation, and establish a sound certification system.",,DEVELOPMENT OF MOOCS IN CHINA,,SPRINGER-VERLAG SINGAPORE PTE LTD,,,
WebOfScience,Article; Book Chapter,"Zheng, QH; Chen, L; Burgos, D",Evaluation Models of MOOCs in China,2018,"Learning evaluation can not only be used to measure the learner's learning achievement, but also can help teachers to understand the learning situation of the whole course. It is an indispensable part of MOOC learning. The purpose of this survey is to analyze the current situation of the evaluation of MOOCs and to compare the differences between different types of learning evaluation. For different types of curriculum evaluation methods for comparison, this study selected 356 course evaluation methods that are analyzed, according to the level of course category, class access permission, instruction mode, evaluation subject, and certificate of different course evaluation methods are compared and analyzed. The survey found that overall evaluation is at a lower level, course evaluation has not been designed well. Three most commonly used evaluation methods are the final exam, unit test, and participate in discussion; holistic course assessments tend to multiple features; evaluation body of whole course is more single, for the evaluation of machine; undergraduate and general curriculum evaluation are more comprehensive evaluation of the typical platform differences, evaluation methods of good university online platform are the most abundant, focusing more on line examination; the instruction model has a great influence on the evaluation methods; peer assessment courses pay more attention to process evaluation; a course offering two certificates have a more detailed evaluation design. According to the research findings, this paper suggests that our country MOOCS construction and application process need to realize the innovation of teaching idea renewal and learning evaluation, to explore the new mode of learning, to promote big data analysis of practical application, and to carry out personalized learning evaluation.",,DEVELOPMENT OF MOOCS IN CHINA,,SPRINGER-VERLAG SINGAPORE PTE LTD,,,
WebOfScience,Article; Book Chapter,"Zheng, QH; Chen, L; Burgos, D",Learning Support of MOOCs in China,2018,"MOOCs' high dropout rate has been widely criticized. It is one of the measures to reduce the dropout rate by establishing a perfect learning support service system and enhancing the learning support service capacity. This study took 621 courses of 14 major MOOC platforms in China as the research object, investigated their learning support condition, and compared the types and quantity of learning support services (LSS) provided by different types of courses. The study found that, in general, China's MOOCs supply very few types of LSS, and the overall level of support service was low. There are big differences in learning support among MOOCs with different teaching models. Inquiry-based courses designed better learning support than lecture-based courses. Flipped-classroom MOOCs used learning support more often. The learning support in MOOCs was more traditionally designed. Courses with well-designed certificate system had better learning support. According to the research results, we suggest that in order to advance the construction and application, MOOCs should enhance the learning support service capacity, promote the practical application of learning analytics, pay more attention to the timeliness and validity of teaching interaction, construct the inquiry learning environment, and promote flipped-classroom teaching model. With",,DEVELOPMENT OF MOOCS IN CHINA,,SPRINGER-VERLAG SINGAPORE PTE LTD,,,
WebOfScience,Article,"Gil-Jaurena, I; Callejo, J; Agudo, Y","Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates",2017,"The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures ( curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged.",,INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING,,ATHABASCA UNIV PRESS,,,
WebOfScience,Article,"Kocdar, S; Okur, R; Bozkurt, A",AN EXAMINATION OF xMOOCs: AN EMBEDDED SINGLE CASE STUDY BASED ON CONOLE'S 12 DIMENSIONS,2017,"This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole's 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole's 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.",,TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION,,ANADOLU UNIV,,,
WebOfScience,Article,"Zaduski, JCD; Schlunzen, K; dos Santos, DAD",THE POSSIBILITIES OF NON-FORMAL EDUCATION IN MOOCS,2017,"This paper covers the possibilities of learning in a non-formal environment named Unesp Aberta, in courses offered in a MOOC format, in an open, free and accessible virtual space, without tutoring or certification where the construction of knowledge is possible and witnessed from the interaction between students. To verify the effectiveness of this hypothesis, the research was divided into three studies. The first was to know the profile of participants in this environment, identifying who they are and what are their needs. The second was to ascertain the degree of satisfaction of students regarding the course, the proposed materials, the existing interactions and their perception about the learning obtained. The third was to identify mechanisms of communication and interaction between apprentices, based on discussion forums and other means. Methodological approach adopted was quantitative and qualitative, using two instruments: the non participant observation of three discussion forums and a semi-structured questionnaire sent to all participants of the Human Sciences courses. The 675 questionnaires considered valid were quantitatively analyzed and, the postings made in the discussion forums and the answers given in the open question of the questionnaire, were analyzed qualitatively with the help of the Iramuteq software. The study provided the identification of the learners' profile, the understanding of their perceptions regarding educational resources available and, regarding the general structure. In addition, it was possible to affirm that were found evidence of learning in the non-formal education environment analyzed.",,REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO,,"UNIV ESTADUAL PAULISTA-UNESP, FAC CIENCIAS LETRAS ASSIS",,,
WebOfScience,Proceedings Paper,"Bordel, B; Alcarria, R; Martin, D; Sanchez-de-Rivera, D",Improving MOOC Student Learning Through Enhanced Peer-to-Peer Tasks,2017,"In the context of MOOCs, activities that imply a deeper learning are, undoubtedly, P2P tasks. However, the traditional MOOC structure makes very difficult to evaluate the learning level obtained by students when performing these activities. This situation is especially problematic as students increasingly demand the universities to certify the knowledge acquired by means of MOOCs, so higher education institutions must guarantee their learning. In order to address this challenge, in this paper it is proposed a new type of P2P activity, designed to automatically provide students a valuable feedback about their work. This new type of activity is supported by a module, including a coordination engine and a formal revision component communicating by means of the LTI protocol with an automatic revision assistant, which allows differentiating a genuine contribution from the simple repetition of ideas. Moreover, and experimental validation is carried out. Results show first evidences that most students (up to 82%) improve their learning when employed the new proposed technology.",,DIGITAL EDUCATION: OUT TO THE WORLD AND BACK TO THE CAMPUS,5th European MOOCs Stakeholders Summit (EMOOCs),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Brunton, J; Brown, M; Costello, E; Farrell, O; Mahon, C",Giving Flexible Learners a Head Start on Higher Education: Designing and Implementing a Pre-induction Socialisation MOOC,2017,"This paper reports on a five week pre-induction socialisation MOOC that facilitates successful transition into Higher Education for flexible learners. In this context a broad definition is adopted of flexible learners, which includes adult learners in part-time and/or online/distance education. A number of national and international reports have emphasised the importance of bringing more adult learners into higher education, and adult learners have a preference for flexible programmes. The MOOC targets prospective learners during early parts of the study life-cycle, when they are considering entry into higher education and may benefit from advice about how to effectively prepare. The MOOC utilises a number of the OERs developed by the Student Success Toolbox project, and combines these readiness tools with supporting materials in order to deliver a comprehensive pre-induction socialisation course. A small pilot ran from the 15th Aug-19th Sept 2016. 150 people enrolled with 50 going on to receive a certificate of completion. Those selected to take part in this pilot were prospective flexible learners planning to start courses in Ireland in 2016/2017 and a cohort of approximately 70 learners from Kiron, an organisation supporting refugees in accessing higher education. The feedback received, albeit limited by the numbers of respondents, indicates that a course that uses the OERs developed by the Students Success Toolbox project, can have a positive impact on prospective flexible learners.",,DIGITAL EDUCATION: OUT TO THE WORLD AND BACK TO THE CAMPUS,5th European MOOCs Stakeholders Summit (EMOOCs),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Croft, I",USING MARGINAL GAINS TO IMPROVE MOOCS AND SPOCS,2017,"A leading online platform suggests that in five years, all institutions will offer certified degrees in the form of MOOCs or SPOCs. This provider, Coursera, has acquired over 15 million students and 130 partners in four years, whilst little brother EdX has racked up 5 million users and 70 institutions. To put those numbers into perspective, combined, that's 50 times more students than have ever been to Harvard. So what's the problem? The problem is that the horse has bolted. MOOCs and SPOCs aren't news to anyone. Technologically aware universities have produced them for years, and there will be a wave of new entrants in the coming months. In November 2016, Oxford University announced that it would be launching its first MOOC. The competition is growing. Every university will soon be trying to grab a slice of this very large pie. So how do we stay ahead of the curve, and compete with Ivy League institutions and Old Masters whom have years of prestige and history on their side?. To answer that, I need to digress to the world British Cycling. Dave Brailsford was brought in as an advisor in 1997 after the unsuccessful 1996 Olympics, where GB only won 2 medals. His arrival saw an improvement four years later, which prompted British Cycling to make him Performance Director, and with it his philosophy of `Marginal Gains'. He recognised that his small island couldn't rival the likes of the US in terms of numbers, nor Germany or France in terms of tradition or cycling culture - so where could they compete? In every other way: bike mechanics, riders' clothing, diet, sleep schedules, to name a few. If they could improve all these little things by a fraction, maybe they would amount something bigger. The results were spectacular. In 2004, the UK came third in the medal table. In 2008 and 2012? First. Whilst you can't improve one thing by 100%, you can improve 100 by 1%. 100 things to improve in MOOCs? Everywhere you look; from the speed of your reply in the forum, to the accuracy of the videos' subtitles. However, for my presentation, I want to focus on one - using technology and alternative videos to enhance quality. I will show participants how they can use marginal gains to increase the quality of MOOCs and SPOCs to compete with leading institutions. One way to differentiate, is by using a LED Board. Used in dark room, the professor stands behind a transparent LED lit screen and writes in a white pen - a modern way of displaying tables, matrices or diagrams. Another, is by altering the location of the video. Imagine you are doing a course on Pricing Strategy - what better way to explain the differences between premium and budget pricing than by recording at a bustling and iconic market in your city. Is a Professor from Spain or India ever going to sound as natural and fluent in English as one from California? Probably not. Can they produce a more engaging video through the use of technology or location despite that? Yes. At IE we've embraced this philosophy in order to maintain our excellent reputation in blended and face-to-face education. Over three years, we have launched 20 MOOCs, sustaining impressive ratings; the highest ranked courses achieving 4.8/5. A total reach of 200,000 students. The online world of education, whilst not tearing up university leader boards completely, has certainly put all institutions on a more level playing field. By using marginal gains, all players have the chance to climb that medal table and end up as number 1.",,"INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE","11th International Conference on Technology, Education and Development (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Review,"Duart, JM; Roig-Vila, R; Mengual-Andres, S; Maseda Duran, MA",The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015),2017,"MOOCs are seen as the latest development in online learning and since their launch in 2008 they have become an integral part of university course curricula. We are currently at an early stage in the development of MOOCs; few studies have been published on their assessment so far. Consequently, this paper is based on a literature review, using the main academic databases JCR and Scopus, on 33 articles published between 2013 and 2015 with the objective of determining the educational quality of MOOCs. The methodology is based on a literature review procedure in which seven categories were distinguished when carrying out the analysis: course planning, contents, methodology, resources and activities, motivation, communication, and assessment and certification. The results of this study show that the assessment of the quality of MOOCs refers to a slightly higher than average quality, except for the three variables of content, resources and activities, and assessment. However, it warns of a lack of studies that assess the pedagogical quality of MOOCs and so we suggest further studies are needed with greater methodological rigour to obtain conclusive results.",,REVISTA ESPANOLA DE PEDAGOGIA,,UNIV INT RIOJA-UNIR,,,
WebOfScience,Article,"Barrera, AG; Hernandez, PG; Lopez, CM",ATTENTION TO DIVERSITY IN MOOCS: A METHODOLOGICAL PROPOSAL,2017,"MOOCs are a resource that are becoming increasingly frequently used worldwide. They are offered from all types of institutions, especially universities, and they have many advantages for education such as ubiquity, gratuity, credibility and quality. However, research on their contributions to the actual knowledge of each individual are just beginning. MOOCs are still a big unknown for science, and it cannot be ensured that those who are certified truly possess the skills that are accredited through them. Also, note that its main virtue may become its biggest drawback. The overcrowding of virtual classrooms means that its contents are directed at the general public and targeted to a student of low and average skills. Its creators are completely unaware of the characteristics that participants have, and so cannot generate content based on their knowledge or experience. Its enormous scope and wide range of target makes adapting education to the needs of each student a complex task. However, from a theoretical review, this article discusses the potential that these courses really offer in order to personalize teaching and overcome the burdens imposed by virtuality in distance education. It also provides some keys to adapt MOOCs without forgetting to meet the ever-present diversity among its students. In general considerations, some methodological and sequential contributions can be highlighted for the implantation of a MOOC from an inclusive education perspective.",,EDUCACION XX1,,UNIV NACIONAL EDUCACION DISTANCIA,,,
WebOfScience,Proceedings Paper,"Jia, YZ; Song, ZY; Bai, XL; Xu, W",Towards Economic Models for MOOC Pricing Strategy Design,2017,"MOOCs have brought unprecedented opportunities of making high-quality courses accessible to everybody. However, from the business point of view, MOOCs are often challenged for lacking of sustainable business models, and academic research for marketing strategies of MOOCs is also a blind spot currently. In this work, we try to formulate the business models and pricing strategies in a structured and scientific way. Based on both theoretical research and real marketing data analysis from a MOOC platform, we present the insights of the pricing strategies for existing MOOC markets. We focus on the pricing strategies for verified certificates in the B2C markets, and also give ideas of modeling the course sub-licensing services in B2B markets.",,DATABASE SYSTEMS FOR ADVANCED APPLICATIONS (DASFAA 2017),22nd International Conference on Database Systems for Advanced Applications (DASFAA),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Liu, Z; Yang, CY; Peng, X; Sun, JW; Liu, SYY",Joint exploration of negative academic emotion and topics in student-generated online course comments,2017,"Currently, with the increasing advancement of interactive learning technologies in MOOCs, a large number of student-generated comments (SGCs) have been substantially produced with two primary emotions (positive and negative). The emotional orientations are typically related with specific learning topics or aspects discussed, which is of value to offer abundant academic feedbacks for teachers and developers. Especially, the negative emotion and topics can be exploited to get an in-depth insight of the problems and barriers encountered by learners in online learning. However, it is challenging to capture relevant details from unstructured SGCs. In this paper, we propose a generative probabilistic model that extends Sentence-LDA (SLDA), namely Emotion Topic Joint Probabilistic Model (ETJM), to explore negative opinions in terms of pairs of <emotion, topic> which we call emo-topic. The model first automatically extracts the sentences with the high negative emotion density (NED), and then incorporates emotion and topic together to explore negative emotional feedbacks towards topics. The experimental results show that learners extended some negative comments towards the issues about learning content, online assignments and certificates of courses. The summarization of these issues can be given back to teachers to regulate and improve the teaching methods, strategies and design of learning contents.",,2017 6TH INTERNATIONAL CONFERENCE OF EDUCATIONAL INNOVATION THROUGH TECHNOLOGY (EITT),6th International Conference of Educational Innovation through Technology (EITT),IEEE,,,
WebOfScience,Proceedings Paper,"Malchow, M; Renz, J; Bauer, M; Meinel, C",Embedded Smart Home - Remote Lab Grading in a MOOC with over 6000 Participants,2017,"The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called Embedded Smart Home as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success.",,2017 11TH ANNUAL IEEE INTERNATIONAL SYSTEMS CONFERENCE (SYSCON),11th Annual IEEE International Systems Conference (SysCon),IEEE,,,
WebOfScience,Proceedings Paper,"Tian, Y; Wen, YM; Yi, XH; Yang, X; Miao, YQ",Predicting Learning Effect by Learner's Behavior in MOOCs,2017,"With the fast development of MOOCs in recent years, more and more people start to take MOOCs to perfect themselves. However, there exist high dropout rate and low passing rate of examination in many courses. So it is very important to predict learners' learning effect exactly. For learners who predicted good learning effect, teachers can impose intervention to help these learners to stick to the end of courses, while for predicted bad learning effect, teachers can take measures to help these learners to study harder to improve their learning. In this paper, we first analyze learners' learning behavior data to explore the differences among learners with different categories, then a cascade prediction model is proposed to predict whether a learner can earn certificate in a course. Experiments conducted on a real-world dataset illustrated the effectiveness of the proposed model.",,INTELLIGENT DATA ENGINEERING AND AUTOMATED LEARNING - IDEAL 2017,18th International Conference on Intelligent Data Engineering and Automated Learning (IDEAL),SPRINGER INTERNATIONAL PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Turrin, R",Personalization Challenges in e-Learning,2017,"Online learning is a hot trend in the education industry, as testified by the proliferation of e-learning platforms and MOOCs on a huge variety of topics, from science and technology to foreign language learning and musical instruments playing. In this talk we will present some of the common challenges in the e-learning industry that we are personally facing at Cloud Academy, an on-line continuous training platform for Cloud technologies. First, the nature of recommendation objects is quite diversified. Typically an e-learning platform comprises several content types, such as video lessons, reading material, quizzes, practical exercises (e.g., hands-on laboratories), etc. Also, they can be organized into composite objects, such as whole courses (groups of lessons) or exams (topic-specific quizzes and exercises). Signals are very heterogeneous, too. Users can trigger all sorts of events while interacting with the learning platform, such as time spent on a given lesson video, outcome of a quiz or a test after a specific number of attempts, natural language feedback, etc. Such variety can be an important and comprehensive source of information but it must be normalized and handled within an appropriate common framework. The objectives of recommendation in e-learning differ from the case of more well-established targets. Although enjoyment remains a driving force (e.g., proposing new interesting courses to an old user), the focus is on learning specific skills or topics for specific goals. In this scenario, recommendation seeks to suggest the new best lesson, exercise, or course to acquire the desired skill while keeping the user engaged, assembling a personalized study path in the process. The pace of the learning activity must be tailored on the user's needs and commitments, like deadlines (e.g., the user plans to get a certification by a certain date), specific goals (e.g., objectives of an employee might be defined by the user's manager) or learning prerequisites (e.g., a course can be consumed only after the student has acquired the needed knowledge, either via other more basic courses or preexisting skills). Consequently, recommendations must take into account the initial user skills and knowledge as well as her learning objectives (e.g., improving the skills of a non-beginner student requires recommending more advanced material). Transparency plays an important role in the e-learning domain as users are willing to continuously monitor and inspect their progress and understand which training resources better fit their learning goals. Finally, the online learning environment can be made even more complex by social features such as virtual classes of multiple users, a context that recommender systems both can exploit and need to take into account.",,PROCEEDINGS OF THE ELEVENTH ACM CONFERENCE ON RECOMMENDER SYSTEMS (RECSYS'17),11th ACM Conference on Recommender Systems (RecSys),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Article,"Watson, WR; Kim, W; Watson, SL",Learning outcomes of a MOOC designed for attitudinal change: A case study of an Animal Behavior and Welfare MOOC,2016,"This study examines the case of an Animal Behavior and Welfare MOOC that specifically targeted attitudinal change in its learners. Attitudinal learning outcomes were evaluated using an author-developed survey with questions on perceptions in the four areas of attitudinal learning: General Learning, Cognitive Learning, Affective Learning, and Behavioral Learning. The survey also examined learner goals for enrolling in the course and their perceptions of the instructional methods implemented in the course. Results showed that learners perceived positive learning outcomes across all four areas. Statistically significant differences were found in relation to perceptions of attitudinal learning based on their reason for enrolling in the MOOC and its relation to attitude formation. There were also significant differences in learners' reasons for enrollment based on whether they intended to change animal welfare related behaviors due to their MOOC experience. Learners overwhelming indicated that the instructor videos were the most impactful instructional strategy regardless of whether they had a higher perception of learning, or a lower perception. Finally, learners with higher perceptions primarily enrolled in the MOOC in order to form a viewpoint on animal welfare, while lower perception learners enrolled to earn a formal certificate of completion. Implications are discussed for instructional design for attitude change as well as for the use of MOOCs for learning regarding social topics. (C) 2016 Elsevier Ltd. All rights reserved.",,COMPUTERS & EDUCATION,,PERGAMON-ELSEVIER SCIENCE LTD,,,
WebOfScience,Article,"Bourrie, DM; Jones-Farmer, LA; Sankar, CS",Growing the intention to adopt educational innovations: An empirical study,2016,"In order for the Open Access (OA) to learning concept to a have wider impact in formal education, it is important that faculty members intent to adopt new educational innovations. However, little is known about which variables influence the intention of faculty members. Therefore, the purposes of this study are to empirically determine: 1) which of the characteristics of the educational innovation significantly influence the intention to adopt educational innovations, 2) which variables influence the readiness of faculty members intention to adopt educational innovations, and 3) how the characteristics of the innovations moderate the relationship between faculty readiness and intention to adopt the innovations. Participants of this study include 335 faculty members in ABET certified computer science and electrical engineering programs in the United States. The results show that ease of use is positively related to the intention of faculty members to adopt an educational innovation. We conclude that Open-Course Ware developers need to ensure that ease of use is emphasized in the Course Ware and they need to propagate these initially in institutions where faculty members have positive attitude to the Course Ware and care about student learning. In addition, a new method of identifying, building, and funding open access grant universities that develop easy-to-use educational innovations, make them available on an open access platform, and spread them widely by embedding agents in community colleges, schools, and other educational institutions is essential. Such an initiative may lead to wider adoption of MOOCS and other open access materials.",,KNOWLEDGE MANAGEMENT & E-LEARNING-AN INTERNATIONAL JOURNAL,,LABORATORY KNOWLEDGE MANAGEMENT & E-LEARNING UNIV,,,
WebOfScience,Proceedings Paper,"Avery, TL",DISCUSSING DISCUSSIONS: ONLINE INSTRUCTOR BEST PRACTICES,2016,"A structured literature review was conducted to examine the range of theoretically framed studies examining online learning discussions within higher education. Key words to guide the retrieval were: online learning AND engagement or participation AND higher education or college or university not MOOC or MOOCs AND teacher or instructor or professor. This preliminary study did not differentiate between course discipline but did focus on higher learning, specifically university or college level courses that were not technical, certificate, graduate or professional. The study used four consecutive years of peer-reviewed ERIC documents. Of the 132 documents retrieved in the initial broad search, only 55 fit the search parameters, and only four of these were literature review-based. The remaining studies were primarily empirical, often focusing on one factor of online teaching or learning. The scarcity of current information is significant. Also interesting was the underlying emphasis on the Community of Inquiry (COI) framework, based on Garrison's seminal work in 2000 which highlighted the importance of engagement and community in knowledge acquisition. COI or constructivism is directly referenced in 19 of the 55 works and 31 of the 55 works employed key terms of COI theory. From a review of these papers, it appears that instructor decisions about how to structure a course, what to include, and how and when to become involved are ad hoc: the end result is that instructors' involvement in courses is variable and not guided by clear pedagogical principles. While the COI framework provides a good working model and a wide range of part of partial solutions and suggestions, there still remains a need for a more definitive guide. This study organizes relevant findings in the area of technical and learner considerations, as well as within the teaching, social and cognitive presence of the instructor, taken from the COI framework. Information, presented in a cohesive, comprehensive document within a valid pedagogical framework can better inform busy educators who desire to transform their own teaching based on relevant research. Future study could expand and critique this model, more fully integrating other models and looking at course-related variables more closely. Qualitative, quantitative and longitudinal studies can be designed which not only develop and expand the methodology suggested as currently viable within a learning community, but which also build on the potential for online learning to go beyond reproducing traditional courses online.",,EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,8th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Berkling, K; El-Husseny, A; Latt, D; Petrov, C; Waigand, A; Walther, J",GamES MOOC Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children,2016,"This paper presents conceptual ideas and a first prototype towards establishing a GamES (Gamified Elementary School) MOOC for children who do not have access to schools. The project is being developed across several Bachelor student projects in collaboration between Cooperative State University, Karlsruhe and the German University of Cairo. A hybrid architecture is designed to support children on mobile devices with intermittent Internet access. Upon access, current learning status and new content are updated. The content consists of leveled games addressing skills defined by the US common core standards for K-5 in subjects Mathematics and English (that can be adapted to other languages). The children's MOOC combines ideas of adaptive user interface, off-line personalized learning, common core standards, and game-based learning. The child's user interface is gamified and after initial registration designed to be manageable for K-5 graders. A second interface addresses the community of game developers who are interested in donating games for certain core skills. In a next step, assessment and government certification of achievements will be tackled. The MOOC software is intended as open source to allow for community development.",,"PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL 1 (CSEDU)",8th International Conference on Computer Supported Education (CSEDU),SCITEPRESS,,,
WebOfScience,Proceedings Paper,"Borras-Gene, O; Martinez-Nunez, M; Blazquez-Sevilla, A",GAMIFIED OPEN Q&A FORUM MODEL AS A PLATFORM FOR A CMOOCS,2016,"Connectivist MOOCs, where collective and connected student's contributions become the stars of course, are not only an opportunity to their participants but also for knowledge society and open educational resources. The most MOOC platforms usually have rigid structures, limiting the content contributions to teachers' role and leaving students' contributions to internal forums, blogs or wikis only accessible for registered users. This lack of openness forces to seek external solutions outside the platform as learning communities such as social networks. Another problem is the difficulty of assessing the skills learned associated with educational evidence provided by the students, whether in external communities, without any possibility of evaluating automatic; or in discussion forums of MOOC platforms where karma or experience points will be awarded without any reward or certificate; or peer-to-peer assessment solutions private and with few social interaction. This paper proposes a previous theoretical model, it will be develop through a blog, where find the basic content and the learning guide, focusing the weight of the course in an open gamified forum using Question2Answer platform. In the forum students will generate the content and make connections allowing the evaluation of resources or evidences, provided by the reviews and votes of the whole community of participants, such us certificates or badges skills associated with course competences and topics.",,"INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE","10th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Article,"Ghislandi, P",THE FUN THEY HAD OR ABOUT THE QUALITY OF MOOC,2016,"Dwelling on the issue of MOOC's quality the paper start presenting some reflection on preliminary questions: we have to evaluate MOOC differently from e-learning?; what about the difference between MOOC quality assurance and MOOC quality enhancement?; what are the parameters the universities shall use to certificate the acquired MOOC credits? The paper then analyzes the published scientific literature that concerns the most significant studies about the quality of MOOC and particularly those dedicated to quality enhancement. The conclusion of this analysis is that the relevant literature about MOOC's evaluation is still uncertain between the need to adopt one of the few quality enhancement frameworks specifically created for MOOC or reuse the e-learning quality models available online. MOOC are in a transition phase in which-although it is difficult to say they are right now a disruptive innovation-the questions they rise (about pedagogy, assessment procedure, credits, technology, etc.) certainly will contribute to transform the quality of higher education for the generations to come.",,JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY,,SOC ITALIANA E-LEARNING,,,
WebOfScience,Proceedings Paper,"Kor, H; Erbay, H; Aksoy, H",Forming a cloud computing based lifelong learning platform: integration of basic computer courses as mass open online courses to university,2016,"Today's formal educational institutions remain incapable of keeping people's knowledge up to date. Updating information in fields like general culture, information technology, language education and vocational education is needed. Online learning settings, certificate trainings, in service trainings and social network settings greatly contribute to updating information. The learning function is a lifelong process besides formal educational institutions. Lifelong learning can be defined as individual's whole collaboration of events which aims to develop their knowledge, skills and talents individually, vocationally or socially in order to manage their lives. It can be said that a web based learning settings has contributed to the learning processes the most these days. In this regard, people and especially universities grants free access to supply of information they have through Mass Open Online Courses (MOOC). In order for users to access MOOC, having an internet browser is enough. MOOC is also able to develop lifelong learning skills and brings the participants ways of self-learning and information gathering. Strong hardware and software substructure is needed for an MOOC system which will be accessed by thousands. Rapid developments in information technology have decreased hardware costs significantly. By decreasing the costs, developed software and hardware platforms are formed and brought into mutual use of people. Bringing the hardware and software components (storage, data base, mail services and some private software) into people's mutual use form the basis of cloud computing. Cloud computing systems provide great advantages in terms of cost and workforce. Also, through cloud, many subunits can be managed at one origin. In this study, processes of forming a cloud computing based MOOC platform where basic computer technology subjects are included are given place. Through the formed platform, individuals learn new information in the information technology field or keep their knowledge up to date. This will ease people's learning interest and provide lifelong learning opportunity.",,ICLEL 2015: 1ST INTERNATIONAL CONFERENCE ON LIFELONG LEARNING AND LEADERSHIP FOR ALL,1st International Conference on Lifelong Education and Leadership for All,ICLEL CONFERENCES,,,
WebOfScience,Proceedings Paper,"Lisitsyna, L; Efimchik, E",Design and Application of MOOC Methods and Algorithms of Graph Theory on National Platform of Open Education of Russian Federation,2016,"The paper describes results of development and practical application of MOOC Methods and algorithms of graph theory in 2015 on National Platform of Open Education of the Russian Federation https://openedu.ru. The structure and content of the course are presented, as well as evaluation tools for monitoring learning outcomes. The paper describes features of the implementation of interactive practical exercises in the course by means of RLCP-compatible virtual laboratories which are SMART objects of the course. An example of a virtual stand of such laboratory and an example of criteria used in checking of solutions of the students are given. Analysis of the practical application of the course showed its effectiveness. Although only 9.2 % of 2605 registered students of the course went for certification, nearly 40 % of them gained a certificate of successful completion of the course, every fourth gained certificate with honors and 4.2 % of active students achieved the maximum score.",,SMART EDUCATION AND E-LEARNING 2016,3rd International KES Conference on Smart Education and e-Learning,SPRINGER INT PUBLISHING AG,,,
WebOfScience,Proceedings Paper,"Liu, LL",English Teaching Model Research based on Network MOOC,2016,"English teaching platform is established based on the MOOC with the focus on learning database construction for the non-English major students in colleges. The platform could be divided into five systems such as independent learning system, resource management system, teaching management system, evaluation feedback system and certification system. This model focused on study and online autonomous learning function. The experimental results prove the validity and feasibility of teaching model based on network MOOC. The proposed teaching model would help to enhance the students' learning enthusiasm and improve their English practical ability if it is applied in English teaching properly.",,2016 INTERNATIONAL CONFERENCE ON SMART CITY AND SYSTEMS ENGINEERING (ICSCSE),International Conference on Smart City and Systems Engineering (ICSCSE),IEEE,,,
WebOfScience,Article,"Lloyd, M; Bahr, N",What Matters in Higher Education A meta-analysis of a decade of learning design,2016,"The Journal of Learning Design (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great volatility in higher education largely wrought by technology and changes in the demographics and location of our student populations. During this decade, learning design has received growing attention as educational institutions have grappled with shifts to blended learning, incorporation of Web 2.0 technologies in course offerings, and conduct of fully online program suites. MOOCs, certification and badging have swept us off our feet at the same time as increasing scrutiny has been applied to ensure program quality and more efficient delivery methods. The Journal of Learning Design (JLD) has been a contemporaneous witness to this period of change and, along with others of its ilk, has provided an authentic discourse of how our authors, who identify as system leaders, academics and learning designers, have addressed the challenge of a changing learning environment.",,JOURNAL OF LEARNING DESIGN,,QUEENSLAND UNIV TECHNOLOGY,,,
WebOfScience,Proceedings Paper,"Ruiperez-Valiente, JA; Alexandron, G; Chen, ZZ; Pritchard, DE",Using Multiple Accounts for Harvesting Solutions in MOOCs,2016,"The study presented in this paper deals with copying answers in MOOCs. Our findings show that a significant fraction of the certificate earners in the course that we studied have used what we call harvesting accounts to find correct answers that they later submitted in their main account, the account for which they earned a certificate. In total, 2.5% of the users who earned a certificate in the course obtained the majority of their points by using this method, and 10% of them used it to some extent. This paper has two main goals. The first is to define the phenomenon and demonstrate its severity. The second is characterizing key factors within the course that affect it, and suggesting possible remedies that are likely to decrease the amount of cheating. The immediate implication of this study is to MOOCs. However, we believe that the results generalize beyond MOOCs, since this strategy can be used in any learning environments that do not identify all registrants.",,PROCEEDINGS OF THE THIRD (2016) ACM CONFERENCE ON LEARNING @ SCALE (L@S 2016),3rd Annual ACM Conference on Learning at Scale (L at S),ASSOC COMPUTING MACHINERY,,,
WebOfScience,Proceedings Paper,"Tian, J",The Innovation Research of University MOOC Promotion,2016,"MOOC brings a new education reform, it can solve the problems in current higher education in a certain degree. MOOC is not only embodies the education fairness, it more promote the excellent education resources utilization. Education experts and scholars continuously explore MOOC teaching pattern and promotion strategy, universities MOOC promotion mode has become the hot topic of current higher education. This document explains the innovation of MOOC promotion, it mainly includes improving the quality of MOOC teaching; Increasing the interaction time; perfecting the teaching management; perfecting inspection certification system; Integrating of large data analysis technology and so on.",,2016 5TH EEM INTERNATIONAL CONFERENCE ON EDUCATION SCIENCE AND SOCIAL SCIENCE (EEM-ESSS 2016),5th EEM International Conference on Education Science and social Science (EEM-ESSS 2016),"INFORMATION ENGINEERING RESEARCH INST, USA",,,
WebOfScience,Article,"Xu, B; Yang, D",Motivation Classification and Grade Prediction for MOOCs Learners,2016,"While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification ( MC) and grade classification ( GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker.",,COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE,,HINDAWI LTD,,,
WebOfScience,Proceedings Paper,"Xu, B; Mou, KF; Fang, G",The Influence of MOOC on the Computer Teaching Courses in Colleges and Universities and the Improvement Measures,2016,"with the large scale of MOOC on-line, which is bound to have a profound impact on the teaching methods of computer courses in our country. Based on the in-depth study of MOOC, this article points out the advantages and disadvantages of MOOC. Meanwhile, it proposes improvement methods on the curriculum design and implementation, improving the ability of teaching students in accordance with their aptitude, innovating computer teaching methods by the networking characteristics of MOOC, and perfecting MOOC credit certification.",,"PROCEEDINGS OF THE 2016 JOINT INTERNATIONAL INFORMATION TECHNOLOGY, MECHANICAL AND ELECTRONIC ENGINEERING","Joint International Information Technology, Mechanical and Electronic Engineering Conference (JIMEC)",ATLANTIS PRESS,,,
WebOfScience,Proceedings Paper,"Zheng, QH; Zhang, X; Chen, L",Comments on the Development of MOOCs and the Design of Core Supporting Policy,2016,"The development of MOOCs in China has attracted the attention from the government to colleges and universities as well as the society, which is also the key of the sustainable development of MOOCs. In this study, through data investigation, we analyzed the general situation of MOOCs, and presents the overall state of the current MOOCs in China. Based on the data of 14 domestic MOOCs platforms with 1388 courses and a survey of 41 colleges and universities, this study analyzed the institutions of the course construction, the course set modes, the course application models, and also analyzed the problems such as course certificate and credits management. Finally, from the perspective of the quality assurance system, we designed the sustainable development of MOOCs in China.",,FIFTH INTERNATIONAL CONFERENCE ON EDUCATIONAL INNOVATION THROUGH TECHNOLOGY (EITT 2016),5th International Conference on Educational Innovation through Technology (EITT),IEEE,,,
WebOfScience,Proceedings Paper,"Buhu, A; Buhu, L",OPEN SOURCE ELEARNING PLATFORMS AND SOFTWARE FOR ONLINE TEXTILE ENGINEERING LEARNING,2015,"Since late 2012, there has been conversation about the overlap between the LMS and MOOC platform markets. While most of the edtech community continues to focus on the major MOOC platforms (e.g.: Coursera and EdX), each of the major LMS makers now has a solution for teaching MOOCs as well. For example, Blackboard's Course Sites has offered open enrolment courses since April 2012, the very month Coursera was founded, although the organization's official press didn't mention the acronym MOOC until early/mid 2013. Moodle held a MOOC on their LMS MOOC platform called Learn Moodle on September 2013. LMS-based MOOC platforms offer a unique opportunity for instructors. Rather than having to rebuild course content within the walls of Coursera or EdX or entering into new, complex legal agreements, these platforms jump start the course delivery experience and can even use the native export/import tools of institutional LMSs to bring existing course content into a familiar LMS product. Similarly, taking a MOOC on an LMS MOOC platform can give instructors another unique experience - that of using a traditional LMS as a student. The most popular e-learning platform in 2014 is: Moodle, Blackboard, Kenexo, Digitalchalk, eFront,. LRN, Dokeos, Sakai, etc. Some of these are free, almost free and some have freemium options available for educators. In this article is presented front open source solution for creating an LMS MOOC platform. This platform is faster and more user-friendly, while being certified SCORM. eFront comes with a set of features to create content, tests, assessments, track progress, issue certifications and add-ons to support wikis, blogs, YouTube videos, picture lists, F. A. Q's, external links, etc.",,"RETHINKING EDUCATION BY LEVERAGING THE ELEARNING PILLAR OF THE DIGITAL AGENDA FOR EUROPE!, VOL. III",11th International Scientific Conference on eLearning and Software for Education (eLSE),CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE,,,
WebOfScience,Article,"Chiappe-Laverde, A; Hine, N; Martinez-Silva, JA",Literature and Practice: A Critical Review of MOOCs,2015,"This article focuses on a review of both literature and practical experiences concerning MOOCs. The literature analyzed was published in peer-reviewed journals between 2007 and 2013. 268 items were selected for this study, of which 100 were analyzed in detail. The issues raised by this analysis were used as the criteria for the analysis of 10 current empirical MOOC experiences. The literature study highlighted the rapid growth in interest in understanding MOOCs and seeking to understand the pedagogic frameworks most relevant to their adoption and the importance of the concept of openness embodied within them. More recently a new emphasis has been emerging where institutional factors, particularly those concerned with financial viability, certification and retention have been highlighted. The analysis of current practice showed that many of the concerns in the academic literature were absent from not only the practices embodied in current MOOC-based learning experiences but seem to have been ignored in the conceptual phase of implementing a MOOC-based teaching model. In practice therefore, most of the current MOOC offer is only a pale reflection of the conceptualization that gave them rise and has been shown to be significant in the literature. In particular the true essence encapsulated in the concept described as Openness has been largely lost in practice.",,COMUNICAR,,GRUPO COMUNICAR,,,
WebOfScience,Article,"Daniel, J; Cano, EV; Cervera, MG",The Future of MOOCs: Adaptive Learning or Business Model?,2015,"Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the quality of the training process, must be the main challenges for the coming years. These types of courses can have a formative role in higher education, not only in countries where MOOCs are already offered but also in less economically developed countries. To make this possible MOOCs must adopt different teaching strategies to promote personalized learning and offer some form of accreditation and certification. The future of MOOCs can be understood if we approach it from five dimensions: the teaching model, monetization, certification, adaptive learning and MOOCs for developing countries.",,RUSC-UNIVERSITIES AND KNOWLEDGE SOCIETY JOURNAL,,UNIV OBERTA CATALUNYA,,,
WebOfScience,Article; Book Chapter,"Hollands, FM; Tirthali, D",Have MOOCs Helped Institutions Achieve Their Goals?,2015,"The evidence for whether IHEs have been able to achieve their goals through MOOCs is examined. While MOOCs may not have democratized education, they have made IHE offerings available to millions across the globe. IHEs have successfully attracted thousands of new consumers as a result of offering MOOCs, but it is unclear whether MOOC participants are subsequently inspired to enroll in fee-earning programs. The uptake for certified series of MOOCs or specializations has yielded some revenues for IHEs but cost savings are more elusive. MOOCs have catalyzed a great deal of innovation and experimentation with online and on-campus pedagogy, but it is not clear whether this has led to improved educational outcomes. They have also provided a rich substrate for research on teaching and learning.",,MOOCS IN HIGHER EDUCATION: INSTITUTIONAL GOALS AND PATHS FORWARD,,PALGRAVE,,,
WebOfScience,Article,"Law, P",Digital badging at The Open University: recognition for informal learning,2015,"Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged open courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners' participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2. The desire to build on the OU's badging pilots is informed by research into the motivations and demographic profiles of learners using the free educational resources which the OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners is keen to have their informal learning achievements recognised. This paper outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses how the motivational aspects of digital badging support the growth in free, micro-credentialised courses against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University's Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports the OU Charter to promote the educational well-being of the community.",,OPEN LEARNING,,"ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",,,
WebOfScience,Proceedings Paper,"Ma, XX",Evaluating the Implication of Open Badges in an Open Learning Environment to Higher Education,2015,"MOOC failed to disrupt higher education, because MOOC only able to provide unmatched price only to expose you to a world-class professors, they do not provide a formal university degree. Now open badge which is electronic certification can indicate the learner has the specific skills and knowledge, and network links will prove how they get this badge for any organization, university or other institution can be issued to. This paper outlines Open Badge concept, describes the design, development, and implementation of Open Badges, highlights the observations and challenges that emerged for higher education institution.",,PROCEEDINGS OF THE 2015 INTERNATIONAL CONFERENCE ON EDUCATION REFORM AND MODERN MANAGEMENT (ERMM 2015),2nd International Conference on Education Reform and Modern Management (ERMM),ATLANTIS PRESS,,,
WebOfScience,Article,"Schiffino, N; Cogels, M; Baudewyns, P; Hamonic, E; Legrand, V; Reuchamps, M",Between passive retention rate and active retention rate: an analysis of the motivation from the MOOC Discovering the political science (Louv3x) on the edX platform,2015,"One recurring criticism about MOOCs is the fact that few learners complete the course they have registered for and finally earn a certificate. This article delves into this issue on the basis of the analysis of the MOOC Decouvrir la science politique (Louv3x, on the edX platform). With a retention rate of 18%, this MOOC scores above the average. In order to refine empirically the approach, and building on the existing literature, the authors distinguish between levels of active retention and passive retention. In this perspective, the paper digs into data collected throughout the MOOC and explores several explanatory factors of retention and motivation for the learners and the teaching team.",,INTERNATIONAL JOURNAL OF TECHNOLOGIES IN HIGHER EDUCATION,,INT JOURNAL TECHNOLOGIES HIGHER EDUCATION,,,
WebOfScience,Proceedings Paper,"Speight, S; Bowman, A",INNOVATION AT THE MARGINS: THE NOTTINGHAM OPEN ONLINE COURSE,2015,"In 2013, the University of Nottingham offered its first NOOC (Nottingham Open Online Course), called 'Perspectives on Sustainability'. Using pedagogies drawn from online learning and 'MOOCs', the NOOC aimed to provide an opportunity for our global community of students and staff to learn together around a strategic priority area for the institution. We chose a differentiated outcomes model in which anyone with a University of Nottingham computer username (students and staff of all categories from our campuses in the UK, China and Malaysia) could enrol for personal or professional development, could choose to complete activities towards a 'Certificate of Achievement' signed by the Vice Chancellor, or could meet the requirements for credits towards Nottingham's co-curricular skills and employability 'Advantage Award'. The NOOC generated positive feedback and healthy numbers. From October 2014 it is available for degree-credit as a first year undergraduate elective. This marks a significant move from the co-curriculum to the formal academic curriculum and reflects a growing interest in educational innovations or 'positive disruptions' supporting cross-campus intercultural learning Following the first run of the NOOC (March-June 2013), we carried out a series of qualitative studies exploring student responses to learning online and to interdisciplinary learning for sustainability. In this paper we report some of our findings around student presentation of self, student-staff interaction, and cognitive engagement. We consider the opportunities and barriers suggested by this research and recap on some of the changes already made in response to subsequent versions of the course.",,"INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE","9th International Technology, Education and Development Conference (INTED)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Tang, HF; Liu, Y; Wang, DL; Meng, QF; Teng, LR",Constructing open teaching platform based on Internet,2015,"In order to solve the problem that on-line opening courses, in China, are hardly attractive to students, this paper present a multiple workflow and method of constructing open teaching platform. A series of quality factors are analyzed, such as the technical ability of members in making team and ideas of designing platform, the performance of selected cameras, decorating of special classroom, the content of manuscripts, the technique of filming and editing, the frame of website and the method of uploading files, and then a best solution are provided. For illustration, a survey among students is carried out to certify the attraction of the teaching platform produced according the recommended workflow and method. Empirical results show that the teaching platform generated with methods in this paper has exhibited more attraction to the Chinese students. The workflow which is a valuable benchmark to teacher who want to make opening course or MOOC have solved better the problem of lacking attraction in Chinese on-line opening courses.",,PROCEEDINGS OF THE FIRST INTERNATIONAL CONFERENCE ON INFORMATION SCIENCE AND ELECTRONIC TECHNOLOGY,1st International Conference on Information Science and Electronic Technology (ISET),ATLANTIS PRESS,,,
WebOfScience,Proceedings Paper,"Kazmer, DO; Tucker, BG; Hajduk, EL",A model for realizing human potential,2014,"The realization of human potential requires each individual to consider their future possibilities relative to their current capabilities so that they may develop and execute a plan to gain knowledge, experience, and opportunities. Accordingly, a model is herein presented in which an individual's understanding of their own capabilities is informed by objective assessment after which that individual's perception of future possibilities is supported with a probabilistic career tree diagram. The proposed model provides a detailed registry of the individual's skills with indicia of scarcity relative to the needs of varying employment opportunities. In addition, the proposed model provides a roadmap for gaining knowledge and experience to advance and/or change careers. The proposed model provides not only a personalized and dynamic program of education, assessment, and certifications but also access to potential employers for the gainful application of human resources through an auction system to garner and allocate resources. While an example is provided for an Associate's of Science in Engineering degree using a variety of resources including Massively Open On-line Courses (MOOCs), the model is extensible to a diversity of professions and educational resources such as traditional college courses, industry seminars, and other hybrid programs that provide knowledge and abilities sought by employers. Each individual's potential can thus be realized by helping each individual to rationally choose their own career plan as a function of requisite costs, benefits, and interests. The proposed model is feasible from a technological perspective, and could significantly increase the rate of return on education across a lifelong career. While the proposed model could significantly lessen income disparity, it would not eliminate income inequality or the need for continuing social entitlements. Given current educational trends and societal pressures, policies related to program accreditation and professional licensure should be adapted to emphasize licensing of individuals rather than accreditation of programs.",,2014 ASEE ANNUAL CONFERENCE,ASEE Annual Conference,AMER SOC ENGINEERING EDUCATION,,,
WebOfScience,Proceedings Paper,"Truyen, F; Baetens, J; Verbeken, S",LACE - A MOOC ON LITERATURE AND CHANGE IN EUROPE: MOOCS AT THE MA LEVEL IN A CROSS-OVER WITH CAMPUS TEACHING,2014,"Literature and Change in Europe (LACE) is a network of seven institutions providing a common master course on Literature. These seven partners are KU Leuven (the lead partner), Rijksuniversiteit Groningen, Aarhus University, Tartu University, Lisbon University, Universidad de Granada, University of Bologna. Each of the partner institutions provides a module to the course, which is followed jointly by students officially enrolled at the respective institutions, collaborating over the web. LACE involves also physical mobility by teachers and students. LACE participates in the project OpenCourseWare in the European Higher Education Context: how to make use of its full potential for virtual mobility and originally planned to offer the course in a standard OCW format. We went however one step further and offered it as a - truly open - MOOC with OCW content under a CC-BY-SA license. The stated goals for the university partnership that offers this MOOC were internationalisation at home: attracting new groups of students to the course from different international backgrounds, more intensive peer activities such as richer forum discussions, enhanced exposure of the participating institutions to students outside of the LACE framework, and attracting possible PhD students. The MOOC was squarely targeted at the MA level (corresponding to 6 ECTS), required good knowledge of both English, European Culture and at least one other European Language and a solid introduction into literary theory. In october 2013 LACE was launched for the first time as a MOOC on the Canvas. net platform, where it was followed both by the regular, registered students at the participating universities as well as MOOC subscribers. The course provides content using weblectures, articles, course texts and hyperlinks. Peer interaction is organised through assignments and forum discussions. Students who finished the course received a certificate of accomplishment. This pilot aimed to explore the interaction of MOOC subscribers and the regular university students, programmes and facilities. The paper documents the motivations, choices and experiences in setting up the pilot, and presents the results of both a survey at the beginning of the MOOC as well as usage data and student response after having taken the course.",,EDULEARN14: 6TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,6th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Arfaoui, J; Stapff, L; Buben, M",ENSURING DIGITAL INCLUSION: LINKED'S INNOVATIVE APPROACH TO E-LEARNING FOR DEVELOPMENT FINANCE PRACTITIONERS ACROSS THE WORLD,2013,"Universities and business schools across the world are addressing the topic of inclusion primarily via financial barriers. MOOCs, Coursera and other buzzwords are the hot topics of the day. Participants around the world certainly benefit from lowering financial hurdles. Yet, from our experience, the contribution of MOOCs to increasing skill levels in developing and emerging countries is severely constrained by technological boundaries. Many prospective students of E-Learning in Africa, Asia, Latin America and the Pacific Islands incur substantial challenges. In many countries, internet is only available from satellite connection, and it is expensive and slow. Fibre optic cables are not the norm in Central Africa or in the Pacific Islands. This implies that fancy web based trainings and sophisticated interactive modules will simply time out. Yet it is exactly those prospective students of E-Learning in emerging and developing countries who stand to benefit most -after all the quality of local universities and business schools offering professional trainings may not always be up to international standards. Access to international best practice E-Learning would be a superb way to let the participants catch up. To address this problem, Frankfurt School of Finance & Management (Frankfurt School) developed the highly innovative, technologically highly accessible LinkEd platform to provide affordable part-time training opportunities to international development finance practitioners, eager for education but often hampered by the limited access to it. But how is it possible to combine high quality online education with low technical and infrastructural requirements? The LinkEd strategy is to mix modern and traditional online learning approaches allowing participants with and without high speed internet to follow the courses. Provide education and training opportunities for developing and developed countries Provide highly specialized and relevant knowledge on development finance Offer affordable and flexible six-month courses Constant development and improvement of the e-learning tools Offer an international network of partner institutions hosting the final examination, giving the participants the possibility to receive a Frankfurt School Certification In 2010, the pilot of the first Certified Expert in Microfinance (CEMF) was launched in India and became international one year later. With its international setup, the CEMF course has been offered for the fifth time starting September 2013. In 2012, the Certified Expert in SME Finance started and in 2013 the Certified Expert in Risk Management was added to the portfolio. Since its beginning, the LinkEd portfolio has been expanding and until today (10/2013) the concept has attracted around 900 participants from more than 100 different countries. However that was not enough, in March 2014 the Frankfurt School will launch a new course on Climate and Renewable Energy Finance. Summarizing, what makes LinkEd successful? The fact that we offer an alternative and affordable way of education to participants from all over the world. The fact that we offer the flexibility to learn along side of a full time job. The fact that high qualified trainers and experts develop and support the courses. The key factor of the success is to link all of this into one concept: LinkEd",,"6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013)","6th International Conference on Education, Research and Innovation (ICERI)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Galwas, B; Zylawski, A",SUCCESSFUL MOOC PROJECT IT SCHOOL FOR INFORMATICS EDUCATION ON SECONDARY LEVEL,2013,"Warsaw School of Computer Science has launched a multi-annual MOOC Project IT SCHOOL to prepare and open on-line a number of popular courses and other materials in the area of basics of computer knowledge for students of secondary level. The main objective of the Project IT SCHOOL is to popularize basic knowledge of computer technology, to encourage young people to study in the field of Information Technology and thus facilitate the study of the core courses. In the framework of Project twelve online courses were prepared and opened with particular care in preparing self-assessment tests, allowing students to check the level of understanding of the learning material after each course (http://www.it-szkola.edu.pl). The final test assesses student knowledge and its completion allows receiving a certificate. Courses were met with great interest of the students. Within 7 months, the number of visits reached 3 millions, 25.000 registered students from 400 schools received over 70.000 certificates. Courses also received positive feedback from secondary schools computer science teachers. Research done among techers indicated a significant increase in student interest in education of computer science. In the next academic year, the number of on-line courses offered in the framework of Project will be doubled and new interdisciplinary materials will be offered. During conference presentation the education technology used for preparing the lectures will be explained in details.",,"6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013)","6th International Conference on Education, Research and Innovation (ICERI)",IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT,,,
WebOfScience,Proceedings Paper,"Miranda, S; Mangione, GR; Orciuoli, F; Gaeta, M; Loia, V",Automatic Generation of Assessment Objects and Remedial Works for MOOCs,2013,"In the MOOC environments, the students feel to be alone in the process of choosing courses leading to their learning needs and work objectives. They perceive also to be controllers of their progresses with respect to calendars, fruition, assessment results. Students come into the MOOC environments to develop or enhance professional competences, to earn formative credits and to achieve certifications to get more employment opportunities, but the statistics underline high level of drop-out and few released useful credits and final certifications. These problems are mainly related to the difficulty to guarantee the teaching presence in courses with thousands of learners having different background and to the ineffective assessment methods for a meaningful learning process looking at the objectives and giving feedbacks for individual learning paths construction. The work, in particular, exploits the adaptation and personalization features of IWT platform in order to provide ARWE (Adaptive Remedial Work Environment) in order to fill the lack of a one-to-one tutoring mitigating the drop-out problem in MOOCs. The main original contribution of this work concerns the definition of an approach to automatically generate quizzes, exploiting a semantic-based method, in order to populate the e-Testing tool existing in ARWE, decreasing, de facto, the effort for instructors in the assessment authoring phase.",,2013 12TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET 2013),12th International Conference on Information Technology Based Higher Education and Training (ITHET),IEEE,,,
WebOfScience,Proceedings Paper,"O'Brien, K; Oliver, B; Connors, P",DEVELOPMENT AND EVIDENCING ACHIEVEMENT OF GRADUATE LEARNING OUTCOMES IN DEAKIN UNIVERSITY'S ENHANCED MOOC,2013,"There is now a plethora of Massive Open On-line courses (MOOCs) offered worldwide. Whilst many MOOCs focus on discipline-specific content, little attention has been paid to how MOOCs can explicitly help participants develop generic employability skills such as communication, digital literacy, global citizenship and the like. Similarly little attention been paid to explicitly assuring the quality of MOOCs with respect to alignment with regulatory body standards. Deakin University's first MOOC, DeakinPrimer, is an introduction to humanitarian responses to 21st century disasters. It has been designed to assist participants to explicitly evidence generic or employability skills, some of Deakin's eight Graduate Learning Outcomes (GLOs) including communication, digital literacy, critical thinking and global citizenship. Other key features of DeakinPrimer include opportunities for networking with fellow participants and experts within the humanitarian field, and the opportunity to apply for credit towards the Graduate Certificate in International Community Development (level 8 in the Australian Qualifications Framework [AQF]) and for those with a prior Bachelor degree, the Masters in Humanitarian Assistance or the Masters of International Community Development (level 9 in the AQF). DeakinPrimer is designed as a test bed for a learning innovation, particularly micro-credentialing GLOs using digital badges to enable self and peer endorsement of evidence of learning. Badging is integrated in two ways. Firstly, DeakinPrimer participants build portfolios of learning artefacts associated with learning activities, then assess their work against a set of holistic, generic learning outcomes standards rubrics. If they judge their evidence as meeting the required standard, they can claim a badge (self endorsement) associated with particular GLOs. Secondly, participants can request and provide peer feedback and endorsement (using peer badges). The integration of self and peer review in the assessment tasks helps participants develop important employability skills, the ability to critically self-reflect on their own work and critically analyse the work of others and provide evidence-based feedback. DeakinPrimer is scheduled to commence in July 2013. This paper explains the way in which the course curricula has been designed to use technologies to enable participants to curate evidence of learning, and self and peer endorse such learning against defined standards.",,EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,5th International Conference on Education and New Learning Technologies (EDULEARN),IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT,,,