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Massive Open Online Courses (MOOCs)
Abstract
Massive Open Online Courses‘ (MOOCs) gibt es seit 2008, als der erste cMOOC von Siemens und Downes im Stile des Konnektivismus mit dem Titel ‚Connectivism and Connective Knowledge‘ mit 25 zahlenden Studierenden der University of Prince Edward Island in Canada sowie 2200 nicht zahlenden externen Teilnehmer innen startete. 2011 begann der erste xMOOC von Thun und Norvig zum Thema ‚Artificial Intelligence“ mit knapp 160.000 Teilnehmer innen. MOOCs haben sich in den vergangenen Jahren enorm etabliert.
... The nature of these courses contrasts with typical online courses because any person who wants to take the course can sign-up without any restrictions or having to be a registered student at a university. MOOCs originated from the philosophy of a few professors who felt knowledge should be free and accessible to anyone who wanted to learn (Bali, 2014;Dermirci, 2014;Johnston, 2013;Saadatmand, & Kumpulainen, 2014). Traditional higher education institutions may restrict the type of learner accepted based on economics, demographics, geography, prerequisites, or attendance limits (Liyanagunawardena et al., 2013;Saadatmand, & Kumpulainen, 2014). ...
... The main developers of MOOCs still use video recordings of lectures as the main delivery method (Horn, 2014;Johnston, 2013;Norris, & Soloway 2012). Traditional lectures are not engaging enough for primary and secondary students. ...
Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of training, time, and resources to implement learner-centered digital instruction. Massive Open Online Courses (MOOCS) have gained a reputation for providing online learning in higher education and are now extending to K-12. The unique digital advantages as well as the rising number of students enrolled in schools has led to discussions about the potential of MOOCS for students in K-12 (ages 4-19 years) education. This chapter provides a review of the literature of early pioneering work of MOOCs in K-12 within North America. Early MOOC classes are explicated and positives and challenges discussed. It appears from the review that there is a place for MOOCs to be embedded into a blended K-12 environment to extend and enhance existing curricula.
... The nature of these courses contrasts with typical online courses because any person who wants to take the course can sign-up without any restrictions or having to be a registered student at a university. MOOCs originated from the philosophy of a few professors who felt knowledge should be free and accessible to anyone who wanted to learn (Bali, 2014;Dermirci, 2014;Johnston, 2013;Saadatmand, & Kumpulainen, 2014). Traditional higher education institutions may restrict the type of learner accepted based on economics, demographics, geography, prerequisites, or attendance limits (Liyanagunawardena et al., 2013;Saadatmand, & Kumpulainen, 2014). ...
... The main developers of MOOCs still use video recordings of lectures as the main delivery method (Horn, 2014;Johnston, 2013;Norris, & Soloway 2012). Traditional lectures are not engaging enough for primary and secondary students. ...
Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of training, time, and resources to implement learner-centered digital instruction. Massive Open Online Courses (MOOCS) have gained a reputation for providing online learning in higher education and are now extending to K-12. The unique digital advantages as well as the rising number of students enrolled in schools has led to discussions about the potential of MOOCS for students in K-12 (ages 4-19 years) education. This chapter provides a review of the literature of early pioneering work of MOOCs in K-12 within North America. Early MOOC classes are explicated and positives and challenges discussed. It appears from the review that there is a place for MOOCs to be embedded into a blended K-12 environment to extend and enhance existing curricula.
... The first official MOOC started in the year of 2008. It is believed that this MOOC scenario has yet to peak (Chiam, 2018). In Malaysia itself, the Ministry of Education has made MOOCs as its priority agenda under Surge 9: Globalised Online Learning under the Malaysian Education Development Plan (Higher Education, 2015-2025. ...
Massive Open Online Course or MOOC has been blooming and most universities are offering
MOOCs so as to remain relevant with the current education trend. MOOC is one of the most recent
innovations in education that offers a lifelong learning opportunity and free short online courses
available to anyone in the world. The current study aims to investigate the learners’ perception and
satisfaction level on the use of instructional design of MOOCs using a quantitative research design.
The study was based on a survey questionnaire which was carried out randomly to 68 Diploma
learners of UiTM Perak Branch. In addition, comments and suggestions from the participants were
also analysed. The results revealed that the majority of the learners had high level of satisfaction in
using MOOCs. The learners were found to be receptive given that the courses were free, interactive
and easily accessible. The most appealing aspects that contributed towards the satisfaction level
were teaching methods and the learning environment, whereas the least was on the assessment
aspect. However, the learners also shared their concern as part of their suggestions on the issue of
improvising the connectivity as well as timely feedback by the instructors. It is hoped that the findings
of this study would be beneficial for future offerings of MOOCs which could incorporate these
suggestions to improvise learning experiences and learners’ satisfaction.
... MOOC pedagogies and epistemologies vary across the spectrum of xMOOCs, cMOOCs, and pMOOCs (cf. Bali, 2014Bali, Crawford, Jensen, Signorelli, & Zamora, 2015Bonk, Lee, Reeves, & Reynolds, 2017). Advances in educational technologies, including open education and MOOCs, mostly tend to reproduce the balance of power between Global North and Global South, with geopolitical power dynamics tending to "interfere with the quality and effectiveness of teaching and learning" ( Bali & Sharma, 2017 , p. 27). ...
MOOC discourses originating from the Global North can appear potentially colonizing to educators in the Global South. Even though the initial hype around MOOCs has died down, there is still an overall belief in the liberating potential of open education which ignores the shortcomings of the practice on the ground. In this chapter, we contextualize open education from an Egyptian perspective and refer to different open educational practices we have been involved in, including the creation of Arabic content based on Western models (e.g., Edraak MOOCs, Wikipedia Arabic, and Tahrir Academy). Bali and Aboulmagd also discuss the creation of local OERs using Section 1Page 1 of 16
Background
Developing online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content, or resources in MOOCs.
Objective
We present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the health sciences.
Methods
We will follow a 6-step procedure for scoping reviews to conduct a search of published and gray literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science, and PsychINFO. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. The team will extract data using a predefined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist.
Results
The scoping review is currently ongoing. As of March 2022, we have performed initial data searches and screened titles and abstracts of the studies we found but revised the search string owing to inaccurate results. We aim to start analyzing the data in June 2022 and expect to complete the scoping review by February 2023.
Conclusions
With the results of this review, we hope to report on the use of pedagogical approaches and what learning activities, content, and resources foster social and collaborative learning processes, and to further elucidate how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the health sciences.
International Registered Report Identifier (IRRID)
DERR1-10.2196/35878
Massive Open Online Course (MOOCs) is the buzzword facilitating employers and employees in learning today. The internet along with sophisticated technology is helping self-motivated learners largely. Coursera, edX and Udacity are the most popular companies offering online courses. Steadily and systematically, the technical and academic platforms developed by MOOCs are used for the advantage of training employees in the workplaces. The bridge between academic education and corporate training are becoming blurred. Lectures taught by world class professors are used for training employees in organizations. The discussion here focusses on the growth, benefits and challenges of using MOOCs as a technology in training employees.
Keywords: MOOCs, Corporate, Training, Employer, Employee, Learning
The emergence of Massive Open Online Courses (MOOC) as an electronic learning trend, and its huge enrollment across the globe, inspired this study. This study was carried out to investigate the e-learning participation among Nigerian University students, determining the level of awareness and extent of usage of Massive open online courses (MOOCS) and other e-learning platforms. The study was carried out in Federal University Lafia Nasarawa State Nigeria with a total of 126 respondent's cuts across the entire departments in the University. Descriptive statistics such as frequency counts and percentages as well as inferential statistics such as Liker-type scale and analysis of variance was employed in analyzing the study. It was discovered in the study that MOOC participation is still very low due to lack of awareness and inadequate infrastructure for internet connectivity. The study therefore suggests methods for improvement for blended and improved learning experience.
Die aktuelle Debatte, ob Medienbildung oder Medienkompetenz der geeignetere der beiden Begriffe sei, wird vor dem Hintergrund ihrer jeweiligen theoretischen Konzeptionen betrachtet. Dazu wird am Beispiel der Bildungstheorie untersucht, welche Perspektive sie auf den Medienumgang eröffnet im Vergleich zur Kompetenztheorie: Technische Medialität schafft Distanz von einer unmittelbar drängenden, existenziellen Verbindlichkeit, so dass Kommunikation mit Medien prinzipiell ästhetisch erfahrbar ist. Eine Bildung durch Medien muss sich der dadurch erzeugbaren Unverbindlichkeit von Medienrezeption und -interaktion stellen, hier vorgenommene Deutungen und Vereinbarungen müssen sich im sozialen Umgang bewähren. Fazit ist, dass nicht die Frage leitend sein sollte, welcher Begriff der tragfähigere ist, sondern in welchem Zusammenhang er jeweils verwendet wird.
Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.
Friendships of adolescence are critical to social and emotional growth during this time of life more than any other. Adolescents seek autonomy from parents while peer relationships strengthen and become deeper. Having friends leads to positive outcomes including higher self- esteem and better coping skills. On the other hand, youth without friends are vulnerable to adverse effects such as depression, anxiety, and higher delinquency. Friendship varies based on whether it is same-sex or cross-sex. Teen girls value intimacy and closeness while teen boys define friendship upon shared activities. Unique benefits and challenges exist in cross-sex friendships. Benefits involve understanding the opposite sex perspective. Challenges prominently include romantic tension. Managing and resolving conflict is a major component to maintaining harmony and preventing friendship dissolution.
This study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of ‘feedback dialogue’ as scalable intervention. Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms. The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.
Social support and face-to-face learning may enhance outcomes for students who face barriers in accessing Massive Open Online Courses (MOOCs). In this study, we investigated how self-identified volunteer leaders guide and foster interactions among small groups of students who face technical and conceptual barriers in accessing MOOC content. Several months prior to the start of the MOOC (Environmental Education: Trans-disciplinary Approaches to Addressing Wicked Problems), we asked for volunteers among the registered students to lead groups for participants whose primary language was other than English and where limited Internet access, culture, or other barriers curtailed access to and understanding of course materials and pedagogy. Based on a survey and open-ended interviews (n=10), we found that group leaders were instrumental in overcoming barriers related to language, content, cultural ways of learning, access, and time. They also fostered cooperative learning strategies, which helped students acquire course content, and encouraged collaborative group projects leading to their groups adopting some features of online knowledge communities. We propose the term social learning MOOC (slMOOC) to capture a growing trend of incorporating collaborative learning strategies in xMOOCs.
Im Beitrag wird vorgeschlagen, Medienkompetenz auch als Ordnungsbegriff zu verstehen. Dazu wird eine präskriptive, eine empirische und eine selektive Ordnung unterschieden. Mit einer induktiv-empirischen Untersuchung wird demonstriert, dass so ein Beitrag zum Verständnis des Medienkompetenzbegriffs geleistet werden kann, mit dem zugleich eine Kritik deduktiv-empirischer Ordnungen erreicht wird. Dabei wird gezeigt, dass ein Bezug auf aktuelle materielle Zeichenträger zugleich problematisch und notwendig ist.
It is suggested to understand media literacy as an ordering term. A prescriptive, an empirical and a selective order are distinguished. In an inductive-empirical study it is shown, that this perspective can contribute to an understanding of media literacy and to a critical reflection of deductive-empirical orders. While doing so it is shown, that relating media literacy to contemporary material sign vehicles is problematic and necessary at the same time.
Societal, educational and personal changes are shaking economies, working and living conditions as well as the whole world. The raise of the world-wide internet and social media including online communities is affecting societies and people’s lives as well as personal learning. Open (Online) Education has experienced a major development raising awareness amongst all actors including global grass-root movements, events, communities and associations as well as international policies and implementations in national and regional educational systems. During the last years Massive Open Online Courses (MOOCs) became very popular: Since the year 2008 with the first MOOC the number of MOOCs is constantly increasing. The year 2012 was considered as the "Year of the MOOCs" leading to a global debate about their quality as an educational tool that is increasing since then. To address the quality issues, MOOQ, the European Alliance for the Quality of MOOCs was initiated. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the first Global MOOC Survey was designed and conducted for three target groups (MOOC learners, designers and facilitators) with the support by the leading international associations and institutions. Afterwards the results from the survey were complemented by qualitative and semi-structured interviews with MOOC designers, facilitators and providers to gain more in-depth details and insights. The final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents the first QRF draft for further discussion.
Predicting student performance is a major tool in learning analytics. This study aims to identify how different measures of massive open online course (MOOC) data can be used to identify points of improvement in MOOCs. In the context of MOOCs, student performance is often defined as course completion. However, students could have other learning objectives than MOOC completion. Therefore, we define student performance as obtaining personal learning objective(s). This study examines a subsample of students in a graduate-level blended MOOC who shared on-campus course completion as a learning objective. Aggregated activity frequencies, specific course item frequencies, and order of activities were analysed to predict student performance using correlations, multiple regressions, and process mining. All aggregated MOOC activity frequencies related positively to on-campus exam grade. However, this relation is less clear when controlling for past performance. In total, 65% of the specific course items showed significant correlations with final exam grade. Students who passed the course spread their learning over more days compared with students who failed. Little difference was found in the order of activities within the MOOC between students who passed and who failed. The results are combined with course evaluations to identify points of improvement within the MOOC. © 2018 The Authors. Journal of Computer Assisted Learning Published by John Wiley & Sons, Ltd.
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
This study uses an integrated pedagogical tool for knowledge learning as an on-line tool for flipped classroom activities and as an off-line capability training tool. Theoretically, the Experiential Learning Cycle (ELC) plays a critical role in promoting students learning effectiveness and performance. However, a dearth of research has applied M-learning and flipped classroom in combination with the ELC stages such as concrete experience, reflective observation, abstract conceptualization, and active experimentation to examine the knowledge and ability learning outcomes for students. This study integrates the On line to Off line (O2O) classroom development and usage derived from the four stages of ELC based on on-line knowledge learning and off-line ability training in Microeconomics courses. The results revealed significant improvements in students learning outcomes after O2O mode was implemented. In comparison with traditional teaching methods, not only does O2O teaching significantly improve the students’ learning result of professional knowledge, but O2O teaching also significantly enhanced the capabilities of the students. Furthermore, this study reports the findings from major activities of each ELC stage in O2O classroom practice along with the mapping of on-line learning and off-line training included in the aforementioned stages. Finally, the study provides pedagogical implications and future research directions.
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.
Due to their perceived scope and openness to socially underprivileged groups, Massive Open Online Courses (MOOCs) have been presented as tools to enhance social mobility. However, there has also been evidence to suggest that MOOCs are mainly beneficial for privileged groups and could even contribute to an increasing gap in educational opportunities between privileged and underprivileged populations. This systematic review has evaluated 31 empirical studies to examine how MOOCs benefit the socially privileged in comparison to underprivileged groups. The literature has pointed out specific formal barriers that might make MOOCs less accessible for underprivileged learners. In addition, enrollment demographics displayed that the majority of MOOC learners is well educated, employed and from developed countries. Finally, the literature suggested that privileged learners could be more likely to complete a MOOC. Nevertheless, the literature indicated a notable share of underprivileged learners that would otherwise not enjoy higher education. Moreover, it is suggested that certain MOOCs might serve underprivileged learners more than other MOOCs. The implications of these findings and recommendations for future research will be discussed.
Research on learner behaviors and course completion within Massive Open Online Courses (MOOCs) has been mostly confined to single courses, making the findings difficult to generalize across different data sets and to assess which contexts and types of courses these findings apply to. This paper reports on the development of the MOOC Replication Framework (MORF), a framework that facilitates the replication of previously published findings across multiple data sets and the seamless integration of new findings as new research is conducted or new hypotheses are generated. In the proof of concept presented here, we use MORF to attempt to replicate 15 previously published findings across 29 iterations of 17 MOOCs. The findings indicate that 12 of the 15 findings replicated significantly across the data sets, and that two findings replicated significantly in the opposite direction. MORF enables larger-scale analysis of MOOC research questions than previously feasible, and enables researchers around the world to conduct analyses on huge multi-MOOC data sets without having to negotiate access to data.
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.
Access the article here: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1270
Predictive models of student success in Massive Open Online Courses (MOOCs) are a critical component of effective content personalization and adaptive interventions. In this article we review the state of the art in predictive models of student success in MOOCs and present a dual categorization of MOOC research according to both predictors (features) and prediction (outcomes). We critically survey work across each category, providing data on the data source, feature extraction from raw data, statistical modeling, model evaluation, prediction architecture, experimental subpopulations, and prediction outcome. Such a review is particularly useful given the rapid expansion of predictive modeling research in MOOCs since the emergence of major MOOC platforms in 2012. This survey reveals several key methodological gaps, which include extensive filtering of experimental subpopulations, ineffective student model evaluation, and the use of experimental data which would be unavailable for real-world student success prediction and intervention, which is the ultimate goal of such models. Finally, we highlight opportunities for future research, which include temporal modeling and research bridging predictive and explanatory student models.
„Learning to Code – Programmieren mit Pocket Code“ ist ein MOOC der entwickelt wurde um vor allem Kindern und Jugendlichen erste Programmiererfahrungen zu ermöglichen. Dieser Kurs wurde auf der MOOC-Plattform iMooX angeboten und auf zwei verschiedene Arten durchgeführt: Im ersten Setting wurde der Kurs von den TeilnehmerInnen rein online bearbeitet (öffentlich). Im anderen Setting wurde der MOOC mit einer Schulklasse während des Unterrichts durchgeführt (geschlossen). Obwohl es im Online-Setting einen für MOOC typischen Rückgang der Aktivität gab, zeigte eine nähere Analyse der Quizbearbeitungen, Videos, Feedbacks und abgegebenen Programme eine starke Auseinandersetzung der aktiven TeilnehmerInnen mit den Kursinhalten. Auch im Schul-Setting ergab die Analyse eine intensive Beschäftigung der SchülerInnen mit dem Thema Programmieren. Die Abschlussprogramme sowie die Auswertung eines Post-Tests verdeutlichen eine Steigerung der Programmierfähigkeiten. Es zeigte sich, dass MOOCs mit entsprechender Aufbereitung und Durchführung eine Abwechslung und Alternative sein können, um informatische Lerninhalte anzubieten und zu vermitteln.
Completion rates for massive open online classes (MOOCs) are notoriously low, but learner intent is an important factor. By studying students who drop out despite their intent to complete the MOOC, it may be possible to develop interventions to improve retention and learning outcomes. Previous research into predicting MOOC completion has focused on click-streams, demographics, and sentiment analysis. This study uses natural language processing (NLP) to examine if the language in the discussion forum of an educational data mining MOOC is predictive of successful class completion. The analysis is applied to a subsample of 320 students who completed at least one graded assignment and produced at least 50 words in discussion forums. The findings indicate that the language produced by students can predict with substantial accuracy (67.8 %) whether students complete the MOOC. This predictive power suggests that NLP can help us both to understand student retention in MOOCs and to develop automated signals of student success.
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers' perspectives.
Objective:
Previous research on Extraversion and life satisfaction suggests that extraverted individuals are more satisfied with their lives. However, existing studies provide inflated effect sizes as they were based on simple correlations. In five studies, the authors provide better estimates of the relationship between Extraversion and life satisfaction.
Method:
The current study examined student and nationally representative samples from Canada, US, UK, Germany and Japan (Study 1, N = 1,460; Study 2, N = 5,882; Study 3, N =18,683; Study 4, N = 13,443; Study 5, Japan N = 952 and US N = 891). The relationship between Extraversion and life satisfaction was examined using structural equation modeling by regressing life satisfaction on the Big Five traits.
Results:
Extraversion was a unique predictor of life satisfaction in the North American student and nationally representative samples (Study 1, β = .232; Study 2, β = .225; Study 5, β = .217) but the effect size was weaker or absent in other non-North American samples (Germany, UK, and Japan).
Conclusions:
The findings attest to the moderating role of culture on Extraversion and life satisfaction and the importance of controlling for shared method variance. This article is protected by copyright. All rights reserved.
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This paper presents the current status of Open Education and MOOCs and discusses their quality following the main question: How can we introduce new design and evaluation methods and personalization strategies to improve the learning quality of Open Education? First, the dimensions of Open Education are differentiated. Then the dimensions of holistic quality development are transferred to Open Education and discussed for the design of MOOCs leading to recommendations for personalization. A new quality indicator for evaluating the quality of MOOCs is introduced: It is proposed not to measure the traditional drop-out rates but the completion of individual goals and intentions by the MOOC learner. It is concluded that Open Education and MOOCs have got the potential for the next revolution in learning experiences.
Despite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’ motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults’ self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.
This article presents the results of a literature review on key learning and teaching dimensions in MOOCs. 95 studies published from January 2014 to October 2016 were selected for review. Four important learning and teaching dimensions were identified, and relationships between these dimensions were presented. The key dimensions and sub-dimensions reported in this literature review are student factors (education background, country of origin, age, gender , and motivation), teaching context (motivation, challenge, and pedagogical preference), student engagement (emotional, social, behavioural, and cognitive engagement), and learning outcomes (perception, retention, and grade). The review provides evidence of a relationship between student factors and engagement and a relationship between student engagement and learning outcomes.
Massive open online courses have opened up access to courses from many highly-regarded universities to learners of diverse backgrounds, such as students, in-service staffs, and senior citizens. This study examined the specific factors that spurred different learners to learn, and the instructional design factors that motivated learners to persist. The revised instructional material motivation survey questionnaire was administrated online to examine MOOC learners' motivation and course completion rate. Spearman's rho correlation tests showed that positive correlation exists between learners' overall motivation scores on instructional material and their course completion rate. Significant correlation between relevance, confidence, satisfaction, attention, age level, and course completion rate were also recognized. In addition to the quantitative data, semi-structured interview was employed to collect learners' views on the motivational design of MOOCs. Results suggested that although the interview participants were from different backgrounds, their reasons for learning and for sustaining learning were very similar. The factors influencing learning and influencing persistence of learning were reported in this paper. The findings can inform instructional designers and instructors on ways to adopt effective instructional design strategies for future open learning courses or self-directed learning courses.
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.
Scores from nearly 80,000 high school seniors on tests of figural
reasoning, mathematics, reading comprehension, general information,
vocabulary, conscientiousness, parental religiosity, and Bible literacy
were used to predict a latent variable representing achievement in
academic high school courses. The latent variable was indicated by self reported grades in math, science, English, social studies, and foreign language. Conscientiousness, parental religiosity and Bible literacy
significantly predicted academic achievement independent of a general factor underlying the cognitive predictors. In a path model, parental religiosity was found to have a significant direct effect on both
conscientiousness and Bible literacy.
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.
29.03.2017 | Mohammad Khalil & Martin Ebner
Ausgelöst durch sich wandelnde Anforderungen von Studierenden und Öffentlichkeit sowie veränderte politische und ökonomische Rahmenbedingungen wächst der Reformdruck auf Hochschulen. Die Einführung technologiegestützter Lehr-und Lernmethoden (E-Learning) erlaubt den Hochschulakteuren die Flankierung dieser Neuordnungen und zusätzliche strategische Positionierung. Ausgangspunkt von E-Learning-Einführungs-und Förderstrategien sind die individuellen Anforderungen und Bedarfe des akademischen Lehrpersonals. Die Dissertation liefert die Grundlagen für die zielgruppenspezifische Förderung der E-Learning-Nutzung in der Hochschullehre. Dafür wird einerseits ein Bezugsrahmen hergeleitet, der den Prozess der E-Learning-Adoption strukturiert und Ansatzpunkte für Interventionen deutlich macht. Zudem wurden anhand einer explorativen Studie E-Learning-Übernehmertypen innerhalb des akademischen Lehrpersonals identifiziert und charakterisiert.
Christian T. Toth untersucht den Einfluss von Persönlichkeitsfaktoren und dem Prokrastinationsverhalten von Teilnehmern und Teilnehmerinnen in Massive Open Online Courses (MOOCs). Der Autor bettet die Forschungsergebnisse in eine Rezeption und Systematisierung der internationalen MOOC-Forschung ein und diskutiert sie hinsichtlich ihrer Bedeutsamkeit für die (Weiter-)Entwicklung. Schließlich werden die Ergebnisse, auch bezogen auf den digital divide, aus einer gesellschaftsanalytischen Perspektive gedeutet. Die Basis der vorliegenden Forschung sind die in Kooperation mit dem MOOC-Provider ‚Iversity‘ erhobenen Daten aus vier internationalen MOOCs.
Der Inhalt
• Forschungsüberblick zu Massive Open Online Courses (MOOCs)
• Die Bedeutung der Persönlichkeit und der Prokrastination im E-Learning
• Quantitative Analysen von vier internationalen MOOCs
• Kritische Analyse im Zusammenhang mit der digitalen Spaltung
Die Zielgruppen
• Dozierende und Studierende der Erziehungs-, Bildungs- und Sozialwissenschaften
• Praktiker und Praktikerinnen im Bereich des E-Learning, der Medien- und Erwachsenenbildung und der außerberuflichen Weiterbildung
Der Autor
Christian T. Toth ist wissenschaftlicher Mitarbeiter am Institut für Erziehungswissenschaft der Johannes Gutenberg-Universität in Mainz und forscht an der Schnittstelle von Allgemeiner Pädagogik und Medienpädagogik mit Schwerpunkten in der Persönlichkeits- und Bildungsforschung.
Scarcely a week goes by without coverage in the UK and international media about the latest MOOC revelation. Despite some significant initiatives in the dotcom era, online learning has somehow never delivered on its promise to revolutionize education. To MOOC or not to MOOC explores the history of MOOCs and analyses the current MOOC context by describing six institutions and the story of their engagement with MOOCs. Looking at each of the different type of institution in turn, it analyses the processes behind their decision to engage with online learning and MOOCs, how the MOOC project is managed and led, and discusses issues such as quality assurance, governance and partnerships. Chapters draw together and analyse the data and draw out advice for institutions, to help them make choices about how to respond to MOOCs and other high-impact changes in digital education. The book contains checklists and planning tools to support strategy and planning, and concludes with a future look at MOOCs exploring some of the possible trends that may impact upon higher education, such as business models, data and analytics, learning design and competitors in the MOOC marketplace.
If learning materials are presented in either a conversational or formal language style, people will process them differently. This study reports an experiment in which 64 high school students watched an educational video in a massive open online course scenario in which the instructions were phrased either conversationally or formally. The video demonstrated and explained the psychological McGurk effect. After watching the video, participants performed a transfer task. Learning outcomes were assessed and answers were analysed by using Linguistic Inquiry and Word Count. Results showed better learning outcomes for participants in the conversational (vs. formal) condition. Participants in the formal (vs. conversational) condition referred more to others in their answers. Implications for the design of massive open online courses are discussed.
Massive Open Online Courses (MOOCs) have been hailed as means for unprecedented access to education, crossing divisions of race, class, age, gender, and geography. Yet empirical studies have demonstrated that students of MOOCs are primarily those already advantaged in terms of education and socioeconomic status. Drawing on recent academic literature and a theoretical understanding of the role of technology in education, this article examines whether MOOCs can indeed reduce global inequality in education. The paper concludes that while MOOCs can provide a novel form of learning through technology and remove a significant cost barrier to education, they will do little to reduce global educational gaps until they are able to reach and retain those most lacking education.
The present study reports on the scope and size of sex differences in 30 personality facet traits, using one of the largest US samples to date (N = 320,128). The study was one of the first to utilize the open access version of the Five-Factor Model of personality (IPIP-NEO-120) in the large public. Overall, across age-groups 19–69 years old, women scored notably higher than men in Agreeableness (d = 0.58) and Neuroticism (d = 0.40). Specifically, women scored d > 0.50 in facet traits Anxiety, Vulnerability, Openness to Emotions, Altruism, and Sympathy, while men only scored slightly higher (d > 0.20) than women in facet traits Excitement-seeking and Openness to Intellect. Sex gaps in the five trait domains were fairly constant across all age-groups, with the exception for age-group 19–29 years old. The discussion centers on how to interpret effects sizes in sex differences in personality traits, and tentative consequences.
The importance of genetic influences for the Five Factor/Big Five Model (BFM) traits is well established. Relatively understudied, however, are the presence and magnitude of sex differences in genetic and environmental variance of these traits. The current study tested if men and women differ 1) qualitatively in the genetic mechanisms, or 2) quantitatively, on the genetic and environmental variance, contributing to BFM personality domains. Results from a nationally representative U.S. adult twin sample (N=973 pairs) supported phenotypic (i.e., mean level) sex differences in three of five personality traits (i.e., Neuroticism, Agreeableness, Conscientiousness) but did not support genetic or environmental sex differences in any trait.
Dieser Lehrbuch-Klassiker der Differenziellen Psychologie und Persönlichkeitspsychologie bietet alles, was Studierende und Lehrende für das Studium benötigen: Das gesamte Prüfungswissen anschaulich und lernfreundlich aufbereitet, vielfältige Online-Zusatzmaterialien auf www.lehrbuch-psychologie.de zum Lernen und Lehren und praxisnahe Bezüge zum Alltagsleben, Gesellschaft und Berufswelt. – Wer ist ein guter Partner? Wie wird interkulturelles Training gestaltet? Wie geht man mit schüchternen Kindern um? Was ist soziale Kompetenz? – Alles, was den Menschen ausmacht, finden Sie in diesem Buch!
Der Inhalt
• Sechs Paradigmen der Persönlichkeitspsychologie
• Methodik der Persönlichkeitsforschung
• Zentrale Persönlichkeitsbereiche und ihre Störungen
• Umwelt- und Beziehungsaspekte
• Entwicklung der Persönlichkeit
• Geschlechtsunterschiede
• Kulturvergleichende Persönlichkeitspsychologie
Die Autoren
Franz J. Neyer ist Professor für Persönlichkeitspsychologie und Psychologische Diagnostik an der Friedrich-Schiller-Universität Jena. Jens B. Asendorpf ist Professor i. R. für Persönlichkeitspsychologie an der Humboldt-Universität zu Berlin.
Lebenslanges Lernen als Notwendigkeit der wissensbasierten modernen Gesellschaft wird zur Herausforderung für das Bildungssystem, insbesondere für die Hochschulen, ist doch damit ein Perspektivenwechsel von „Teaching to Learning“, von der Wissens- zur Kompetenzorientierung verbunden, sowie eine veränderte Rolle der Lehrenden hin zu „Learning Facilitators“. Durch die Digitalisierung ergeben sich neue mediale Möglichkeiten, aber auch klassische Ziele universitärer Bildung erhalten eine neue Aktualität.
Hochschullehrende fragen sich (selbst)kritisch, ob ihr Unterricht noch zeitgemäß ist, sowohl in Bezug auf die Inhalte als auch auf die Werkzeuge. Auf junge Studierende wartet eine unsichere Zukunft, und es ist nicht klar, welches Wissen und welche Kompetenzen sie brauchen werden. Ältere Studierende kommen mit komplexen Fragen aus ihrem Berufsalltag und suchen die individuelle Auseinandersetzung.
In the 18th century, the educational model underwent a disruptive change driven by the transition from an agricultural to an industrial society. In the 21st century, the change from the industrial society to a knowledge society has been consolidated, but it has not involved a disruption in the learning context. Some elements, many based on technologies, can be considered disruptive, but they have not had sufficient effect to produce a change in the model that has predominated for 300 years. In 2008, teachers began to offer training outside the walls of the university, with a totally disruptive and chaotic model compared to the traditional one; this was supported by open, informal, cooperative, connectivist, autonomous and self-guided training. Massive open online courses (MOOCs) began with cMOOCs, and most universities join the initiative, but they abandoned this disruption, ultimately offering the same courses they always had with free access for anyone, resulting in the second generation of MOOCs (xMOOCs). These MOOCs responded to a new social demand, but their characteristics and context make a formative disruption - which has not yet emerged - necessary. This paper analyses the elements of the two generations of MOOCs in order to propose a new model that does not require sophisticated technological solutions and recovers the initial disruptive sense of MOOCs, so called ahMOOC. It also presents a case study that integrates the social advantages of cMOOCs, the organisational benefits of xMOOCs and the personalisation of the learning, which is essential due to the heterogeneity of the participants. The results and the participant viewpoints emerging from the case study confirm the feasibility of the model, the improvement of the results of current MOOCs and the need - demanded by the participants - to consider diversity, all of which should be accomplished in a disruptive way.
Recently, several digital divide scholars suggested that a shift is needed from a focus on binary Internet access (first-level digital divide) and Internet skills and use (second-level digital divide) to a third-level digital divide in which the tangible outcomes of Internet use are highlighted. A plethora of studies have been conducted to identify determinants of digital divides. Unfortunately, there is a lack of consistency in the terminology used. Moreover, terms are often not theoretically grounded. Therefore, we conducted a systematic literature review of digital divide determinants. The results show that the third-level digital divide was underexposed. The primary focus is on Internet use. More importantly, the identified determinants show that digital divide research is largely limited to sociodemographic and socioeconomic determinants.
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 "passing" 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.
Background and purpose:
The purpose of this article is to describe student perceptions of implementation of digital badges in a drug information and literature evaluation course.
Educational activity and setting:
Two digital badges were developed as voluntary learning opportunities. Student perceptions were obtained through pre- and post-survey instruments consisting of selected questions from the Motivated Strategies for Learning Questionnaire.
Findings:
The response rate was 69% (106/153). At baseline, 53% of respondents agreed that digital badges could help them better understand course material. More students agreed they would share earned digital badges on LinkedIn (68%) than Facebook (19%). Most students who earned digital badges agreed that badges helped increase their confidence in course material (73%), focus on specific learning objectives (55%), look deeper into course competencies (64%), and were a useful adjunct to the traditional teaching method (82%).
Discussion and summary:
Digital badges were perceived by students as a positive adjunct to learning and may provide a novel mechanism for development of an electronic skills-based portfolio.