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Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology. Due to their open nature such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (international) press is full of rep...
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This study reviewed evolving research trends in online, distance, and blended learning over the past ten years through co-citation analysis. Related peer-reviewed research articles in the Web of Science were obtained and the references in the articles were analyzed. The result showed that literature review and meta-analysis studies on distance educ...
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... Recognizing these theoretical underpinnings is vital, as they inform the design and implementation of MOOC, influencing motivation, teaching strategies, collaboration, and technology use. This diversity underscores the inherent flexibility of online education, catering to a range of educational needs and learning styles [11]. ...
... Expanded Access to Education Cost of Production: Creating and maintaining high-quality online courses can be financially burdensome for institutions [11]. ...
... As highlighted by Ebner et al. (2020) [11], the challenges faced by MOOC are multifaceted and necessitate careful consideration by HEIs. Addressing issues such as low completion rates and ensuring quality control while fostering an interactive learning environment is crucial for the sustainable development of MOOC. ...
In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal’s educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century.
... As Siemens points out, the origin of MOOCs lies in personal blogs but has greatly evolved since then [23]. At the beginning of the twenty-first century, many prestigious universities like Stanford, Harvard or MIT have created their own courses as MOOCs, which attracted thousands of learners all over the world [24], and they were taken as a reference for many other centres worldwide. These courses have acted as an affordable alternative to traditional learning programmes but also became a very valuable tool during the pandemic lockdown according to some other authors [25]. ...
Higher education has been profoundly transformed in recent times, mostly because of digitisation. This has led to conventional pedagogical approaches being modified to favour new tools and means. Knowledge pills are one of these new resources that are growing the most. This term refers to short videos used to transmit a specific content to a given audience. The authors of the present work put forward the first knowledge pill proposal drawn up for the Construction III subject in the Bachelor’s Degree in Fundamentals of Architecture (taught at the Valencia School of Architecture of the Universitat Politècnica de València (UPV)). Firstly, the objective of this resource and the methodology to create it are defined. Secondly, the employed tool is presented to include interactive resources in knowledge pills so that the students who use them can interact while continuing with their training. This study also includes some examples of the devised resource and the first results obtained with it.
... Like all other MOOCs on the platform, this MOOC is available as an open educational resource (OER) and can therefore also be integrated into other educational settings (cf. Ebner, Schön & Braun, 2020). ...
Digital skills are necessary for first-year students at Austrian universities. This paper unveils results from two surveys among first-year students at Graz University of Technology (TU Graz): Pre-Covid-19 data (n=921) is derived from a larger study on digital literacy among first-year students in Styria (Janschitz et al., 2021, N=4,676). The same questions were posed in the 2021 ‘Welcome Days’ survey after the Covid-19 distance learning phases (n=1,207). Surprisingly, the only significant change is a noticeable increase of skills concerning the digital signature. This article additionally presents the development of a lecture on digital skills that was implemented at TU Graz as a massive open online course (MOOC).
... Like all other MOOCs on the platform, this MOOC is available as an open educational resource (OER) and can therefore also be integrated into other educational settings (cf. Ebner, Schön & Braun, 2020). ...
Digitale Kompetenzen spielen mittlerweile in nahezu jedem Lebensbereich eine wichtige Rolle. Das Bildungssystem als Ganzes, insbesondere aber auch die Hochschulen, sind daher gefordert, Bildung in diesem Bereich anzubieten. Um dieser gesellschaftlich hoch relevanten Aufgabe nachkommen zu können, bedarf es der breiten Reflektion. In diesem Themenheft werden nicht nur die Definition und die Bedeutung digitaler Kompetenzen im Hochschulbereich aus verschiedenen Perspektiven beleuchtet, sondern es wird auch auf die Messung und Förderung dieser eingegangen. In insgesamt elf Beiträgen aus dem deutschsprachigen Hochschulraum werden verschiedenste empirische Erkenntnisse aus der Hochschulpraxis neben innovativen Lehrkonzepten und Förderansätze vorgestellt und Anregungen zur Weiterentwicklung und Beforschung digitaler Kompetenzen im Hochschulkontext präsentiert.
Die Ausgabe ist neben der Online-Version in Kürze auch als Printpublikation im Buchhandel erhältlich.
... This is a very big opportunity for people to continue their education according to their interests. Additionally, MOOCs provide some advantages for the traditional educational environment by supporting and enriching current education programs (Ebner et al., 2020;Y. Li et al., 2015;Sandeen, 2013). ...
... For the iMooX.at platform, Ebner and Schön have reported on how novel design principles are developed (Inverse Blended Learning, [5]) or how MOOCs can be integrated into learning settings in various ways, some of which are also novel [6]. Similar developments, especially regarding learning innovations, also seem to play a role in other MOOC platforms, as indicated, for example, by the description of new forms of learning [9]. ...
In 2020, the project "iMooX-The MOOC Platform as a Service for all Austrian Universities" was launched. It is co-financed by the Austrian Ministry of Education, Science and Research. After half of the funding period, the project management wants to assess and share results and outcomes but also address (potential) additional "impacts" of the MOOC platform. Building upon work on OER impact assessment, this contribution describes in detail how the specific iMooX.at approach of impact measurement was developed. Literature review, stakeholder analysis, and problem-based interviews were the base for developing a questionnaire addressing the defined key stakeholder "MOOC creators". The article also presents the survey results in English for the first time but focuses more on the development, strengths, and weaknesses of the selected methods. The article is seen as a contribution to the further development of impact assessment for MOOC platforms.
... Like most questions about "what works" in education, the answers necessarily depend on who participates and how [28]. Our data and analyses offer relevance beyond our own program, however, because they shed light on fundamental questions-still very much debated by researchersabout the affordances, limitations and challenges for MOOCs in facilitating education for learners in diverse, global contexts [29][30][31]. Indeed, a recent review suggests that pedagogical approach and educational resources of MOOCs-aspects we emphasize are particularly under-studied [32]. ...
We have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, structured face-to-face learning community experiences provides flexible options for STEM graduate students and postdoctoral fellows to pursue teaching professional development. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014–2018, with 1,725 participants (11.5% of enrolled) completing the course. Our results of high levels of engagement and learning suggest that leveraging the affordances of educational technologies and the geographically clustered nature of this learner demographic in combination with online flexible learning could be a sustainable model for large scale professional development in higher education. The preparation of future STEM faculty makes an important difference in establishing high-quality instruction that meets the diverse needs of all undergraduate students, and the initiative described here can serve as a model for increasing access to such preparation.
... MOOCs and LMOOCs provide a flexible, modular approach to learning and can be used in different ways in the educational context. Ebner et al. (2020) have established a taxonomy identifying seven possible learning scenarios in which MOOCs can be used, ranging from the conventional MOOC to blended models or even flipped learning. As for LMOOCs, these four following learning scenarios have been identified in the literature: (1) This proves that MOOCs and LMOOCs can be used in various ways and situations, not just as online courses. ...
This book focuses on English as a Foreign Language (EFL) and provides advice on how to approach EFL teaching in the online context. Coronavirus has accelerated e-learning significantly and has highlighted the need of appropriate web tools that will allow teachers to present their material either synchronously or asynchronously, while also adequately assess their students. At the same time, there is a need of tools that can engage the students and motivate them to actively participate in the lesson.
With e-learning being a rather new challenge for both teachers and students, this book provides research- and practice-based chapters with strategies, techniques, approaches, and methods which have proven to be successful in e-learning environments, maximizing their impact. Apart from presenting research results with strong pedagogical implications on online or blended English language learning and teaching, the book also trains educators on utilizing online tools and managing online learning environments and platforms.
... MOOCs and LMOOCs provide a flexible, modular approach to learning and can be used in different ways in the educational context. Ebner et al. (2020) have established a taxonomy identifying seven possible learning scenarios in which MOOCs can be used, ranging from the conventional MOOC to blended models or even flipped learning. As for LMOOCs, these four following learning scenarios have been identified in the literature: (1) This proves that MOOCs and LMOOCs can be used in various ways and situations, not just as online courses. ...
The spring of COVID-19 forced teachers to restructure learning materials, content delivery, and learning environment, this leading to utilizing innovative course designs, high-tech learning tools, and engaging web-based learning environments. This shift affects, on the one hand, the perceptions of teachers and learners, and on the other hand, instructional practices, resulting in learned lessons and future envisions about the feasibility of utilizing the web in the context of English language education. In this introductory chapter, we present the background of this special collection on online English language teaching and learning, provide a summary of the expanding corpus of research on online English language education, and introduce the studies published in the collection. This collection of chapters covers the perspectives, implications, challenges, and opportunities of digital transformation in English language education prompted by the increasing accessibility of technology and the COVID-19 pandemic.
... MOOCs and LMOOCs provide a flexible, modular approach to learning and can be used in different ways in the educational context. Ebner et al. (2020) have established a taxonomy identifying seven possible learning scenarios in which MOOCs can be used, ranging from the conventional MOOC to blended models or even flipped learning. As for LMOOCs, these four following learning scenarios have been identified in the literature: (1) This proves that MOOCs and LMOOCs can be used in various ways and situations, not just as online courses. ...
This chapter takes a snapshot of the current situation in terms of secondary school English teachers’ capacity to engage in teaching remotely, as has been necessary during the COVID-19 pandemic, in three distinct locations within Asia – India, Malaysia, and Taiwan. In addition, taking account of the potential effects of COVID-19, it seeks to uncover any mismatch between teachers’ theoretical understandings of what remote teaching of English language classes involves and what has been happening in practice. It is based upon a small-scale qualitative study that used questionnaire data from English teachers working in secondary schools in different locations and interview data from academics working in the field of English language teacher education in each location. Through the data, the study revisits how teachers’ capacity to teach remotely is modelled as well as making recommendations in terms of supporting and training teachers to deliver classes remotely and the need to pay attention to both teacher and student wellbeing in order to make remote teaching sustainable.KeywordsEnglish language teachingemergency remote teachingTPACKteacher support and trainingstaff and student wellbeing
