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Massive Open Online Course (MOOCs)

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Martin Ebner
added a research item
The analysis of learner data in MOOCs provides numerous opportunities to look for patterns that may indicate participants' learning strategies. In this article, we investigated how participants in a MOOC (N=1,200), in which they must successfully complete a quiz in each unit, deal with the fact that they can repeat this quiz up to five times. On the one hand, patterns can be identified regarding the success of the quiz attempts: For example, 32.7% of the course participants always repeat the quizzes up to a full score, while about 16.0% of the participants repeat, but only until they pass all quizzes. Regarding the number of attempts, independent of the success, there is only a uniformity in "single attempt"; 12.6% of the participants only take exactly one attempt at each of the quizzes in the MOOC. An analysis of a subgroup of 80 learners which were students of a course where the MOOC was obligatory, shows that the proportion of learners attributed to patterns making more attempts is generally bigger. It can be shown as well that learners who uses several attempts, even after a full score results, tend to get better exam. The article concludes by discussing how these patterns can be interpreted and how they might influence future MOOC developments.
Martin Ebner
added a research item
Dieser Vortrag ist Teil der Veranstaltungsreihe «Bildung und Digitalität». Open Educational Resources (kurz OER) sind offen lizenzierte Bildungsmaterialien, Inhalte und Formate. Ein MOOC (Massive Open Online Course) wiederum ist eine spezielle Form eines Online-Kurses, mit Videos, Lesematerial und Problemstellungen aber auch Kollaborationsmöglichkeiten zwischen den Teilnehmenden z.B. in Form von Diskussionsforen. Mit der österreichischen Bildungsblattform iMooX.at werden diese Art von Kursen zu unterschiedlichen Themen angeboten und somit auf Hochschul-Niveau erstellte Bildungsinhalte einer breiten Bevölkerungsschicht zugänglich gemacht. Martin Ebner leitet die Organisationseinheit Lehr- und Lerntechnologien an der Technischen Universität Graz. Zum Auftakt der Diskussion berichtet er von Potenzialen von MOOCs für Hochschulen und Studierende und stellt sie in den Kontext gesellschaftsrelevanter Initiativen und pädagogischer Idee. Dieser Online-Dialog ist Teil der Veranstaltungsreihe des Zentrums für Bildung und Digitaler Wandel FS2022.
Martin Ebner
added a research item
Short presentation about recent research studis for the use of MOOCs in adult education at the platform iMooX.at
Martin Ebner
added a research item
Presentation @ DISTANCE EDUCATION CONFERENCE on LIFELONG LEARNING, Istanbul 2021
Martin Ebner
added a research item
Short article about the role of MOOCs for future (digital) education. Original article: https://distance-and-remote-learning-europe.educationtechnologyinsights.com/cxoinsights/moocs-and-their-role-for-future-education-nid-1525.html
Martin Ebner
added a research item
Conference proceeding of the EMOCs 2021 confernce in Potsdam (Germany)
Martin Ebner
added a research item
Massive Open Online Course, kurz MOOCs, sind kostenlos Online-Kurse für viele. Im Idealfall sind die Inhalte noch offen lizenziert und stehen als Open Educational Resource zu Verfügung. Zunehmend finden solche Online-Angebote auch immer mehr Anklang im österreichischen Bildungssystem, vor allem auch unter Anwendungen unterschiedlichster didaktischer Szenarien (Ebner et al, 2019).
Martin Ebner
added a research item
Usually, it is the university teachers who develop educational resources for their students. The development procedure presented in this article differs significantly from common processes: Students aged about 15 years (9th grade) were actively involved in the production of videos for a language learning MOOC, which is primarily aimed at university students. The article pursues the question of how and with what effects students were involved in the video production for a language MOOC. We systematically describe the background and processes of the development of the MOOC "Tenses Explained" and the final result. The paper gives insights into the processes and activities of more than 600 participants so far through data from the MOOC platform MooX.at. In addition, the aim is to share the experience in the form of insights in processes as well lessons learned.
Martin Ebner
added a research item
There are new discoveries in the field of educational technologies in the 21st century, which we can also call the age of technology. Learning Analytics (LA) has given itself an important research field in the area of Technology Enhanced Learning. It offers analysis, benchmarking, review and development techniques for example in online learning platforms such as those who host Massive Open Online Course (MOOC). MOOCs are online courses addressing a large learning community. Among these participants, large data is obtained from the group with age, gender, psychology, community and educational level differences. These data are gold mines for Learning Analytics. This paper examines the methods, benefits and challenges of applying Learning Analytics in MOOCs based on a literature review. The methods that can be applied with the literature review and the application of the methods are explained. Challenges and benefits and the place of learning analytics in MOOCs are explained. The useful methods of Learning Analytics in MOOCs are described in this study. With the literature review, it indicates: Data mining, statistics and mathematics, Text Mining, Semantics-Linguistics Analysis, visualization, Social network analysis and Gamification areas are implementing Learning Analytics in MOOCs allied with benefits and challenges.
Martin Ebner
added a research item
Im Beitrag wird das Konzept eines Präsenzworkshops zur Einführung von MOOCs (Massive Open Online Courses) für Lehrende an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Anteilen von Interaktion und Gruppenarbeit entwickelt wurde. In der Folge der COVID-19-Krise und Umstellung auf Home Office und Online-Begegnungen wurde versucht, das methodisch-didaktische Konzept möglichst gleichartig in den digitalen Raum zu übertragen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse ausgewirkt haben. Erschienen in: medienimpulse, Jg. 58, Nr. 2, 2020 1
Martin Ebner
added a research item
To train future Austrian teachers in using digital media, a novel didactic design was implemented at several universities in Austria in summer semester 2019: The course includes the participation in a MOOC (massive open online course) on the topic, an accompanying group work at the universities and multiple-choice tests conducted at the universities. In the summer semester of 2020, due to the COVID-19 crisis, the group work and exams had to be switched to virtual space as well. Because the course materials are available under an open license, i.e. as open educational resources, further use is possible and offered. Rationale
Martin Ebner
added 2 research items
Die Integration digitaler Medien in den Unterricht ist eine Herausforderung unserer Zeit. Daher scheint es naheliegend, dass Lehrpersonen entsprechende Bildungsmaßnahmen erfahren und insbesondere, dass dies auch in die Curricula für Lehramtsstudierende Einzug findet. Der Entwicklungsverbund Süd-Ost in Österreich hat sich dieser Herausforderung gestellt, ein Konzept zur Integration digitaler Medien entwickelt und mit Sommersemester 2019 erstmalig erfolgreich umgesetzt. Dabei wurde nach dem didaktischen Konzept Inverse-Blended-Learning ein Massive Open Online Course (MOOC) in Kombination mit Übungen an den beteiligten Standorten entwickelt. Die statistischen Eckdaten und das Feedback der Studierenden zeigen, dass das Konzept als sehr positiv und zeitgemäß wahrgenommen wird und es daher auch weiterverfolgt werden sollte.
Martin Ebner
added a research item
Seit 2010 sind Massive Open Online Courses (MOOCs) eines der am häufigsten diskutierten und beforschten Themen im Bereich der Lehr- und Lerntechnologien. Aufgrund des offenen und kostenfreien Zugangs ziehen solche Kurse tausende von Lernenden weltweit an; auch immer mehr Hochschulen beginnen, eigene MOOCs zu produzieren. Im vorliegenden Artikel werden MOOCs und damit verknüpfte Lehr- und Lernszenarien betrachten. Langjährige Erfahrungen mit diversen MOOCs haben gezeigt, dass diese von Lehrenden oder Lernenden auf unterschied-liche Art und Weisen eingesetzt werden. Im Beitrag werden sieben MOOC-Lehr- und -Lernszenarien beschrieben: der konventionelle MOOC, der Intro-MOOC, der Blended-MOOC, der Inter-MOOC, der Inverse-Blended-MOOC, der Flipped-MOOC und der Vorlegungs-MOOC. Mit dieser aktuellen Typologie von Lehr- und Lernszenarien an Hochschulen (und weiteren Bildungssektoren) und den Fallbei-spielen wird gezeigt, dass ein MOOC eben „mehr als nur ein MOOC“ sein kann.
Martin Ebner
added a research item
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 reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers and learners. So, there are different learning and teaching scenarios in the background often not visible to the broader public. Therefore, we like to address the following research question: “How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?” In the study, the authors will focus on the seven identified scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that a MOOC can be “more than a MOOC”. MOOCs are one of the key drivers for open education using Open Educational Resources. The use of open licenses for MOOC resources are the mechanism for potential innovations in learning and teachings scenarios.
Martin Ebner
added a research item
Explain your new concept to your students. Record your chosen lecture parts in our professional studio setting and turn them into learning videos. Discover different teaching scenarios for your online courses and decide on your personal didactical concept!
Martin Ebner
added a research item
iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world.
Martin Ebner
added a research item
Massive Open Online Courses, shortly MOOS, are one important trend of technology-enhanced learning of the last years. In this contribution we introduce a new didactical approach that we call "inverse blended learning" (IBL). Whereas "blended learning" is the enrichment of traditional learning settings through online inputs or phases, the IBL approach aims to enhance a pure online course with additional offline meetings for exchange and practising. Within two case studies the concept was tested and evaluated. The research study points out that the typical high dropout rate for MOOCs decreased arbitrarily. Therefore we recommend introducing the didactical approach of inverse blended learning in future MOOCs, if applicable.
Martin Ebner
added a research item
Poster für den Marketplace bei den Open Access Tagen an der TU Graz, September 2018
Martin Ebner
added a research item
Massive Open Online Courses (MOOCs) sind in den letzten Jahren in aller Munde, wenn es darum geht, technologiegestütztes Lernen für große Zielgruppen zu verwirklichen. MOOCs bieten dabei kostenlose Bildung mit offenem Zugang an, sowohl für die breite Öffentlichkeit als auch für spezielle Zielgruppen (z.B. Weiterbildung). Die in den Medien diskutierte Absprungrate (Drop-Out) führte zu einer notwendigen Reflexion über Vor- und Nachteile dieses Verfahrens. Die Autor_innen dieses Beitrags schlagen daher einen neuen pädagogischen Ansatz vor: Der Online-Kurs (MOOC) soll durch Präsenzunterricht ergänzt werden, um den sozialen Prozess des Lernens gezielt zu unterstützen. Während die Anreicherung von Präsenzveranstaltungen mit Online-Anteilen als „Blended Learning“ beschrieben wird, wird die Anreicherung von reinem Online-Lernen durch Präsenzangebote als „Inverse Blended Learning“ bezeichnet. Im Beitrag wird ein MOOC für Erwachsenenbildner_innen, der durch Präsenzangebote erweitert wurde, als Fallstudie vorgestellt. Aus den Daten der Nutzer_innen und ihren Aktivitäten kann mit Hilfe von Verfahren des Learning Analytics Rückschlüsse gezogen werden. Dabei zeigt sich in diesem Beispiel, dass – vermutlich durch das große Angebot und die starke Nutzung von Begleitangeboten zum MOOC – mit 48,2 Prozent eine sehr hohe Zertifizierungsquote (N=3.064 registrierte Nutzer_innen) erreicht werden konnte. Zudem wird eine Verbesserung der Interaktion zwischen den Teilnehmenden auf der MOOC-Plattform als auch in den zugehörigen Diskussionsforen beobachtet.
Elke Höfler
added a research item
Openness is an eponymous and hence essential feature of MOOCs, but the defining criteria with regard to what does and does not constitute openness are still subject of debate. Different definitions emphasize various aspects that extend beyond obvious characteristics such as open access to content and magnify issues like the licensing of resources, availability of digital technologies or devices as well as skills and competencies necessary for usage. The focus can be extended even further to include social and cultural factors as well. While MOOCs theoretically offer a higher level of openness when compared to traditional means of education, practice has shown that some groups are notoriously overrepresented. It has even been suggested that the growing body of OER may actually widen instead of bridge the gaps between different socioeconomic groups, because user statistics indicate that the typical well-educated MOOC participant already has good access to higher education, whereas those who lack formal education are also underrepresented in the use of OER. This paper will review the insights on influences that compromise openness in MOOCs, and we will also present a case study from the Austrian MOOC platform iMooX (www.imoox.at) to illustrate the problem as well as discuss some strategies that might prove useful in alleviating the effects of social exclusion. We argue that there are several mitigating factors that warrant consideration in order to strengthen MOOC participation among educationally alienated groups and to encourage a more extensive understanding of openness.
Elke Höfler
added a research item
Der Horizon Report als wichtiger Gradmesser für den Einsatz digitaler Technologien in Unterricht und Lehre streicht seit Jahren die Bedeutung von Mobile Learning bzw. Bring Your Own Device (BYOD) heraus. Gleichzeitig werden die damit verbundenen Herausforderungen, die sich aus der Verschmelzung von formellen und informellen sowie digitalen und physischen Lernwelten ergeben, thematisiert. Massive Open Online Courses (MOOCs) können bei der Zusammenführung unterschiedlicher Lernwelten helfen. Sie sind in ihrer klassischen Definition für alle Interessierten online verfügbar und frei zugänglich und damit prädestiniert für das zeit- und ortsunabhängige Lernen. Ihre Nutzung auf mobilen Endgeräten liegt auf der Hand. Allerdings sind die gängigen Funktionalitäten eines MOOC wie das Abspielen von Videos, die Beantwortung von Selbsttestfragen oder die Beteiligung an Diskussionsforen sehr häufig nicht auf die Darstellung kleiner Displays ausgelegt. Ausgehend von einer kurzen allgemeinen Einführung zu MOOCs beschäftigt sich der Beitrag mit ihrem Einsatzpotenzial auf mobilen Endgeräten. Gleichzeitig werden damit verbundene Herausforderungen thematisiert und Handlungsempfehlungen für die für mobile Endgeräte optimierte Konzeption von MOOCs gegeben.
Martin Ebner
added a research item
Programming is considered as an essential skill in the 21st century. Visual programming languages and age-appropriate development environments allow an easy entry into this field. Nevertheless, it is very challenging to bring those skills in a very short time frame to schools, to their teachers, and to school children themselves. Therefore, Graz University of Technology started a Massive Open Online Course named "Learning to code: Programming with Pocket Code" which is intended to teach coding skills to school children as well as teachers in a very fast, flexible and effective way. The learning content within the course is published under an open license to allow the reuse, modification and dissemination of the materials in different teaching and learning contexts. In this research work, we will present structure and concept of the MOOC. A special emphasis will be given on how the MOOC can be used in school and on the fact, that the content can be disseminated in a variety of ways.
Martin Ebner
added a research item
A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement and progression in the courses are problematic. Following the increasing adoption of gamification in education, it is possible that gamification can also be effectively adopted in MOOCs to enhance students' motivation and increase completion rates. Yet at present, the extent to which gamification has been examined in MOOCs is not known. Considering the myriad gamification elements that can be adopted in MOOCs (e.g., leaderboards and digital badges), this theoretical research study reviews scholarly publications examining gamification of MOOCs. The main purpose is to provide an overview of studies on gamification in MOOCs, types of research studies, theories applied, gamification elements implemented, methods of implementation, the overall impact of gamification in MOOCs, and the challenges faced by researchers and practitioners when implementing gamification in MOOCs. The results of the literature study indicate that research on gamification in MOOCs is in its early stages. While there are only a handful of empirical research studies, results of the experiments generally showed a positive relation between gamification and student motivation and engagement. It is concluded that there is a need for further studies using educational theories to account for the effects of employing gamification in MOOCs.
Martin Ebner
added a research item
Dieser Beitrag beschreibt die Merkmale, didaktischen Designformen (Konzepte) und Bestandteile von MOOCs, die Umsetzungsalternativen, Zielgruppen, Zielsetzungen Maßnahmen zur Erhöhung der Teilnehmer(innen)-Aktivität bei der Durchführung von MOOCs sowie die in Betracht kommenden Auszeichnungen/Bescheinigungen für die Kursteilnahme. Außerdem werden die Erarbeitung eines MOOC-Projektplans in sieben Schritten beschrieben und die fünf Phasen eines MOOC-Projekts aufgezeigt.
Martin Ebner
added a research item
In recent years, massive open online courses (MOOCs) led the road into a new era of learning environment systems. Since 2008, e-Learning witnessed a new type of course which is massive in student numbers, open for anyone, and available for all without limitations. MOOCs integrate social networking, accessible online resources, and open-ended outcomes and are publicly shared. In addition, MOOCs offer several online variables that allow researchers from analytical disciplines (learning analytics) to translate these variable data values into research actions and interpret patterns. In this chapter, we present a detailed analysis of a MOOC case study offered in the previous 2 years, 2015 and 2016. The Graz University of Technology, the University of Graz, and partners from the Medical University of Graz collaborated on a project producing a MOOC called “Dr. Internet.” This MOOC aims to investigate whether the Internet helps or hurts in the endeavor to increase health literacy of the public and how it affects the practitioner-patient relationship. Nevertheless, the research study in this chapter is looking onto a different point of view. We will follow a quantitative investigation and apply learning analytics techniques on learners’ behavior as well as scrutinize traces they left behind in videos, discussion forums, and quizzes. In addition, we try to further inspect the dropout rate and level of engagement. It can be outlined that the early analysis results show that those MOOCs behaved similar to other studies but they differ in the higher number of reads in the discussion forum. Reasonable didactical interventions assisted to change learners’ attitudes toward online learning. This chapter will also describe the didactical approach of the Dr. Internet MOOCs.
Mohammad Khalil
added a research item
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.
Martin Ebner
added a research item
In this research study a course, combining both computer-supported and face-to-face teaching using the concept of blended learning, has been designed. It is a beginners climbing course called "Klettern mit 360° Videos" (climbing with 360° videos) and the online part has been implemented as a Massive Open Online Course (MOOC). This research study presents the background of the course, the course concept, the course itself and the results of the evaluation. To measure the difference between the pure online participants and the blended learning participants the MOOC has been evaluated independently from the blended learning course. It should be mentioned that all participants (whether pure online or both) evaluated the course in a positive manner. The use of technology enhanced learning realized by the concept of blended learning proved to be a well-suited method for this course setting. Furthermore, many advantages of computer based learning, blended learning and 360°-videos have been reported by the participants.
Mohammad Khalil
added a research item
Massive Open Online Courses (MOOCs) require students' motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A key result of research in the past couple of years has proved that students' engagement in MOOCs is strongly related to their activities online. These activities are related to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students' data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students' activity and engagement in discussion forums, login frequency and quiz trials. The active students' cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.
Martin Ebner
added 2 research items
Massive Open Online Courses (MOOCs) require students' commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students' activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students' inner motivation of competency.
Martin Ebner
added a research item
In diesem Beitrag wird nach einer Kurzeinführung zu MOOCs und Learning Analytics, die in diesem Projekt weiter ausgebaute Learning-Analytics-Infrastruktur vorgestellt. Danach werden die erhobenen Ergebnisse präsentiert und diskutiert. Einerseits kann gezeigt werden, dass sich die Kurse mit jenen aus der Literatur vergleichen lassen und andererseits, dass sehr wohl Effekte aufgrund der didaktischen Maßnahmen zu beobachten sind.
Elke Höfler
added 3 research items
Der vorliegende Beitrag fokussiert die Didaktisierung von Videos als Lehr- und Lernmaterialien zum Einsatz in Massive Open Online Courses (MOOCs) und versteht sich als Einführung in die Thematik. Ziel ist, Lehrenden und Interessierten beim Planen und Entwickeln von MOOCs eine Handreichung im Hinblick auf Einsatz und Gestaltung von Videos mitzugeben, die unterschiedliche, didaktisch motivierte und in der Praxis erprobte Möglichkeiten aufzeigt. Hierfür wird zunächst ein mit Blick auf unterschiedliche MOOC-Anbieter gestalteter Überblick über einzelne Videoformate gegeben, wie sie in MOOCs verschiedener Anbieter in der Praxis eingesetzt werden. Anschließend erfolgt eine aus der allgemeinen Forschungsliteratur abgeleitete Zusammenschau von Möglichkeiten der didaktischen Gestaltung von Lehr- und Lernvideos im Kontext von MOOCs. Der Beitrag schließt mit einer allgemeinen und zusammenfassenden Reflexion der Notwendigkeit der Didaktisierung vorhandener und neu erstellter audiovisueller Lehr- und Lernmaterialien und ihrer Einbettung im Kontext von (x)MOOCs.
Massive Open Online Courses, shortly MOOCs, are a trending phenomenon in online education. Neither distance education nor online courses are new, but especially in the field of technology enhanced learning, MOOCs have been gathering enormous attention by the public. Thus, following the main idea of bringing education to a broad range of people, two universities in Graz developed an xMOOC platform for the German speaking area, mostly addressing people in Austria. Before the first courses started the authors reflected on how such a MOOC should be carried out and which key factors (didactical, technical and administrative) have to be considered. This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs. It can be concluded that doing a Massive Open Online Course is much more challenging as maybe expected at first sight. Nevertheless the proposed checklist will help to overcome first barriers and provide solid steps towards one’s first online course.
MOOCs (as an acronym for Massive Open Online Courses) meanwhile engage universities not only in the USA but also in Europe. Currently one of the main questions that come along with MOOCs is if they do have an additional didactic benefit and if so how this benefit can be achieved. This paper therefore deals with the analysis of instructional design models and traditional learning theories with regard to their influence on the designing process of MOOCs. These analyses are enriched by initial experiences with providing the first Austrian MOOC offered at the first Austrian MOOC-platform. From these considerations results a pedagogical guideline for the practical development of MOOCs.
Michael Kopp
added 2 research items
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.
MOOCs (Massive Open Online Courses) have developed into one of the most prominent instruments of technology-enhanced learning, and their much-praised potential has often been connected to one of their core components: openness. In theory, this feature not only ensures free access to content, but also affects other aspects that enable participants to make the most of their learning experience, like re-using and copying materials or even creating derivative works. In practice, however, most MOOCs do not subscribe to these more advanced principles of openness, especially those provided by for-profit platforms.
Martin Ebner
added a research item
Massive Open Online Courses (MOOCs) are a new form of learning environment aimed towards accessibility and openness using contemporary technologies. One of the MOOC’s key features is the social interaction which usually takes place in discussion forums. This article focuses on reworking and analyzing the existing iMooX forum by enriching the new design with gamifi-cation elements. The intended objectives aim at refreshing the current style and improving its handling and usability. This article provides our experience of this implementation as well as examining whether or not the gamification ele-ments can help increase the participation rate and the teacher-to-student and student-to-student communication exchange. Results of the new design showed a good user satisfaction and a slight positive impact.
Martin Ebner
added a research item
Purpose: The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC). Design/methodology/approach: MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC. Findings: Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate. Research limitations/implications: With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account. Originality/value: This publication reports about a case study MOOC and gives practical hints for further research.
Martin Ebner
added 2 research items
Massive Open Online Courses (MOOCs) are remote courses that excel in their students’ heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOC platforms require advanced tools and techniques to reveal hidden patterns for purposes of enhancing learning and educational behaviors. This publication offers a research study on using clustering as one of these techniques to portray learners’ engagement in MOOCs. It utilizes Learning Analytics techniques to investigate an offered MOOC by Graz University of Technology held for undergraduates. The authors mainly seek to classify students into appropriate categories based on their level of engagement. Clusters afterward are compared with another classical scheme (Cryer’s scheme of Elton) for further examination and comparison. The final results of this study show that extrinsic factors are not enough to make students highly committed to the MOOC, yet, adding intrinsic factors are recommended to improve future MOOCs.
Discussion forums are an essential part to foster interaction among teachers and students, as well as students and students, in virtual learning settings. If interaction can be enhanced, this has a positive influence on motivation and finally also on dropout rates. These days, a special form of online courses, so‐ called MOOCs (Massive Open Online Courses), are popping up massively. Those courses are characterized by a high number of students. In this paper, we would like to examine discussion forums and their role concerning interaction. Therefore, Gilly Salmon's well‐known Five stage model is taken and adapted to MOOCs based on a case study. As a method, we tracked learners' data through learning analytics applications and concluded that there is a positive correlation between reading from one side and writing in forums from the other side.
Martin Ebner
added a research item
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.
Martin Ebner
added 5 research items
Massive Open Online Courses (MOOCs) haben sich mittlerweile als eine neue Form von Bildungsangeboten auch in Europa weitgehend etabliert. Anhand von iMooX, der ersten und einzigen MOOC-Plattform Österreichs, wird im vorliegenden Beitrag verdeutlicht, welche Rahmenbedingungen für die Etablierung einer solchen Plattform geschaffen werden müssen, welche Zielgruppen angesprochen werden und was Teilneh- mer/innen zu einer Kursteilnahme motiviert. Abschließend wird ein Ausblick darüber gegeben, welche strategischen Maßnahmen für den nachhaltigen Betrieb einer MOOC-Plattform durch Hochschulen notwendig sind und worin das Weiterentwicklungspotenzial von MOOCs bestehen kann.