"MOOC Mania"

Susan Meisenhelder

Thought & Action Vol. 29 (2013) pp. 7–26

The push for increased use of online teaching in colleges and universities has been gaining momentum for some time, but even in that context the recent enthusiasm for MOOCs (Massive Open Online Courses), free online courses that often enroll tens of ...

MOOC Rampant

Jon Baggaley

Distance Education Vol. 34, No. 3 (2013) pp. 368–378

In 2012-2013, the massive open online course (MOOC) approach has been accepted by universities around the world, and outsourcing companies have been launched to provide the infrastructure for it. Current press and blog coverage of the MOOC trend is...

MOOC Postscript

Jon Baggaley

Distance Education Vol. 35, No. 1 (2014) pp. 126–132

This is a postscript to an article about the evolution of the massive open online course (MOOC). In the brief space of time between the previous article's completion and publication, attitudes to the MOOC appear to be changing rapidly. The...

With a MOOC MOOC Here and a MOOC MOOC There, Here a MOOC, There a MOOC, Everywhere a MOOC MOOC

Robert Zemsky

Journal of General Education Vol. 63, No. 4 (2014) pp. 237–243

Massive open online courses (MOOCs ) are much less in the news today--but that does not mean that they are no longer important. Rather, their importance now derives from what they demonstrated about the fractured nature of college curricula. Almost...

Gutenberg and the MOOC

Shama Urooj; Ali Sajjad; Neelam Bano; Muhammad Mukarram

International Journal of Emerging Technologies in Learning (iJET) Vol. 17, No. 12 (Jun 21, 2022) pp. 93–105

In this paper, the origin and the significant development of Massive Open Online Education (MOOC) is analyzed. The MOOC-type education has only a brief history, although today it can provide degrees both on bachelor's and master's levels. The...

Language: English

Assessing MOOC Pedagogies

Karen Swan; Leonard Bogle; Scott Day; Traci van Prooyen; Jennifer Richardson

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1018–1026

The purpose of this paper is to report on ongoing research to design and validate an instrument that characterizes the pedagogical approaches taken in MOOCs (Massively Open Online Courses), and to use that instrument to characterize and distinguish...

Topics: pedagogical issues, Design of Distance Learning Systems, Design Principles

MOOC to Go

Jan Renz; Thomas Staubitz; Christoph Meinel

International Conference on Mobile Learning 2014 (2014)

Massive Open Online Courses (MOOCs) have been one of the major trend topics of the last years within the e-learning community. Many companies, such as Coursera, edX and Udacity, launched MOOCs offering a broad range of topics. In this paper, the...

Creating a Sticky MOOC

Barbara Oakley; Debra Poole; MaryAnne Nestor

Journal of Asynchronous Learning Networks Vol. 20, No. 1 (2016) pp. 13–24

"Learning How to Learn," a MOOC from UC San Diego, is one of Coursera's most successful offerings; in its first year, nearly one million learners enrolled in the course. As a result of its high student satisfaction levels (4.55 on a 5...

Benefiting from MOOC

Youdan Zhang

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1372–1377

The development of MOOC (Massive Open Online Course) has attracted public attention since 2012 by setting its goal to provide high quality education at low cost. This paper explores some ways of integrating existing MOOCs into post-secondary...

Understanding MOOC Learners: Insights from Participation in Coursera MOOC

Alex Sim; Robab Saadatdoost; Hosein Jafarkarimi; Jee Hee

International Journal of Web-Based Learning and Teaching Technologies Vol. 14, No. 1 (January 2019) pp. 93–112

Massive Open Online Courses (MOOC) are the latest online teaching and learning medium through website and are seen as a key factor in future lesson delivery. One well-established and popular MOOC is Coursera which is provided by Stanford University. ...

Understanding MOOC students: motivations and behaviours indicative of MOOC completion

B.K. Pursel; L. Zhang; K.W. Jablokow; G.W. Choi; D. Velegol

Journal of Computer Assisted Learning Vol. 32, No. 3 (June 2016) pp. 202–217

Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional...

The MOOC and the Multitude

Matthew X. Curinga

Educational Theory Vol. 66, No. 3 (2016) pp. 369–387

Massive open online courses (MOOCs) take university lectures and other educational materials and make them available for free as online "courses." Liberal and neoliberal MOOC supporters laud these courses for opening up education to the...

Unpacking MOOC Scholarly Discourse: A Review of Nascent MOOC Scholarship

Maureen Ebben; Julien S. Murphy

Learning, Media and Technology Vol. 39, No. 3 (2014) pp. 328–345

The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the...

Mathematics-for-Teachers using a MOOC

George Gadanidis

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 310–314

What mathematics experiences and knowledge do elementary teachers need and how might these be provided through a MOOC? While online courses have been part of the educational landscape for a couple of decades, MOOCs offer two innovations. First, a...

Topics: mathematics education, Distance/Flexible Education

Assessment's Place in the New MOOC World

Cathy Sandeen

Research & Practice in Assessment Vol. 8 (2013) pp. 5–12

Cathy Sandeen is Vice President for Education Attainment and Innovation at American Council on Education, the nation's largest organization providing leadership and advocacy for all sectors of higher education. Within this role she develops and...

ICT Accessibility MOOC: Design and Implementation

Fatimah Wirth; Christopher Lee

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 58–64

This paper describes the design and implementation of an ICT Accessibility MOOC at Georgia Tech. The course was designed based on the Continuing and Professional Education Rubric, Second Edition and the experience and expertise of the instructors,...

Topics: Instructional Design, Content Development, Other

What Tweets Tell us About MOOC Participation

Apostolos Koutropoulos; Sean Abajian; Inge deWaard; Rebecca Hogue; Nilgun Keskin; C. Rodriguez

International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 1 (Feb 04, 2014) pp. 8–21

In this research paper, the authors analyze the collected Twitter data output during MobiMOOC 2011. This six-week data stream includes all tweets that contain the MOOC's hashtag (#mobiMOOC) and it has been analyzed using qualitative methodology. The ...

A MOOC on Approaches to Machine Translation

Marta Ruiz Costa-juss; Lluis Formiga; Oriol Torrillas; Jordi Petit; Jos Rodrguez Fonollosa

The International Review of Research in Open and Distributed Learning Vol. 16, No. 6 (Dec 03, 2015)

This paper describes the design, development and analysis of a MOOC entitled “Approaches to Machine Translation: rule-based, statistical and hybrid” providing lessons learnt on conclusions to be take into account in the future. The course was...

Grab a MOOC by the Horns

Anissa Lokey-Vega

Educational Leadership Vol. 71, No. 8 (May 2014) pp. 61–64

MOOCs (Massive Open Online Courses) have been barreling through the field of higher education since the first MOOC was launched in 2008. These free courses were initially believed to be a way to provide a high-caliber education to anyone with...

ICT Accessibility MOOC: What The Data Reveals

Fatimah Wirth; Christopher Lee

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 38–41

This paper is the second part of a paper presented at the 2016 eLearn conference that described the design and implementation of an ICT Accessibility MOOC at Georgia Tech This paper delves more deeply into the analysis of the data collected based on ...

Topics: Content Development, Implementation Examples & Issues

Japanese Informatization Teaching Model Based on MOOC

Guozheng Fang

International Journal of Emerging Technologies in Learning (iJET) Vol. 13, No. 7 (Jun 28, 2018) pp. 124–136

In view of the lack of evaluation of learning effectiveness in Japanese MOOC teaching, the students' primary data on the effectiveness of Japanese learning on the MOOC platform were collected. Combined with the ques-tionnaire and the learner's...

Predicting student performance in a blended MOOC

R. Conijn; A. Van den Beemt; P. Cuijpers

Journal of Computer Assisted Learning Vol. 34, No. 5 (October 2018) pp. 615–628

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,...

Students’ Perception about Learning using MOOC

Huay You

International Journal of Emerging Technologies in Learning (iJET) Vol. 14, No. 18 (Sep 30, 2019) pp. 203–208

Massive Online Open Course (MOOC) is an open online course that enhances and provides learning opportunities, particularly in tertiary education, using in-formation technologies. In view of this, this study uses personal characteristics such as...

Language: English

Confessions of an Unreconstructed MOOC(h)er

Bernard Schweizer

Thought & Action Vol. 29 (2013) pp. 61–68

This author is dropping out from the first college course he has taken in more than 20 years. As a tenured professor, he obviously does not have much to lose from this decision. On the other hand, nobody really seems to care anyway whether he is...

MOOC Learning Experience Design: Issues and Challenges

Helene Fournier; Rita Kop

International Journal on E-Learning Vol. 14, No. 3 (July 2015) pp. 289–304

This paper will present current work on various frameworks that are aimed at guiding the research, development, and evaluation efforts around Massive Open Online Courses (MOOCs). Initiatives and activities, including current work by the National...

Topics: Learning Outcomes, Ethical Issues, Instructional Design

Bridging the Gap - Trade Math MOOC project

Dalton Mervold; Dennis Johnson

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1533–1536

This paper is an overview of a project that was designed to assist students preparing to enter post-secondary education. For years we have noticed that students enter our programs that have a shortage of some of the basic skills that are needed to...

Topics: Training, Mathematics, Post Secondary Education, Secondary Education, E-Learning Trends and Innovations (social learning, mobile, augmented etc.)

A MOOC based on blended pedagogy

S. Rayyan; C. Fredericks; K.F. Colvin; A. Liu; R. Teodorescu; A. Barrantes; A. Pawl; D.T. Seaton; D.E. Pritchard

Journal of Computer Assisted Learning Vol. 32, No. 3 (June 2016) pp. 190–201

We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with...

MOOC Integration into Secondary School Courses

Hedieh Najafi; Rosemary Evans; Christopher Federico

The International Review of Research in Open and Distributed Learning Vol. 15, No. 5 (Oct 06, 2014) pp. 306–322

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were...

MOOC integration into secondary school courses

Hedieh Najafi; Rosemary Evans; Christopher Federico

International Review of Research in Open and Distance Learning Vol. 15, No. 5 (Oct 06, 2014)

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were...

Perspectives of Quality and Accreditation of MOOC

Rogério Rossi; Pollyana Mustaro

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 983–990

The dissemination and the use of technology in educational environment, as well as its popularity, enabled the emergence of educational initiatives, among which stands out the Massive Open Online Courses (MOOCs). Such proposals speed up the...

Designing a Mathematics-for-All MOOC

George Gadanidis

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 704–710

While online courses have been part of the educational landscape for a couple of decades, MOOCs offer two innovations. First, a MOOC is open, meaning that anyone with Internet access, and without having to meet any course prerequisites, can register ...

Topics: Instructional Design, Content Development, Implementation Examples & Issues

Reflection on MOOC Design in Palestine

Saida Affouneh; Katherine Wimpenny; Ahmed Ghodieh; Loay Alsaud; Arij Obaid

The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)

This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and...

Predicting Student Performance in a Blended MOOC

R. Conijn; A. Van den Beemt; P. Cuijpers

Journal of Computer Assisted Learning Vol. 34, No. 5 (2018) pp. 615–628

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,...

Pre-college Computer Basis MOOC Teaching Research

Zhang Xuan; Wu Hao

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1497–1502

According to the credit hours reduction of University Computer Basis course and the practical requirements of computer basic theoretical knowledge and operating skills learning, this paper proposes the construction goals and principles for Pre...

Topics: (2017) Research, MOOC’s, Open Teaching, and Open Educational Resources

360 Degree Videos within a Climbing MOOC

Michael Gänsluckner; Martin Ebner; Isidor Kamrat

International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017 (2017)

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°...

Exploring MOOC User Behaviors Beyond Platforms

Dilrukshi Gamage; Indika Perera; Shantha Fernando

International Journal of Emerging Technologies in Learning (iJET) Vol. 15, No. 8 (Apr 24, 2020) pp. 161–179

MOOC user behavior is generally studied using the data collected within platform interactions in the learning system or via outside social media platforms. It is important to understand the root causes of anomalies in MOOCs, such as the 80%...

Language: English

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design--A Conceptual Approach

Roland Klemke; Maka Eradze; Alessandra Antonaci

Education Sciences Vol. 8, No. 1 (2018)

Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs) for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout ...

Factors Influencing Learners’ Continuance Intentions Toward MOOC Platforms: The Study of Chinese University MOOC Platform

Yumeng Zhou; Qing Yu; Huiying Ouyang

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 278–287

Under the background of education globalization, MOOC has gradually become a typical representative of high-quality education resources in the world. However, the high dropout rate is still an important issue that plagues MOOC. How to increase the...

Topics: New Possibilities with Information Technologies, Distance/Flexible Education, Research & Evaluation

A MOOC for U: The design of a MOOC based on Universal Design for Learning

Ritushree Chatterjee; Darshana Juvale; N. Jaramillo Cherrez

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 143–148

“Iowa Presidential Caucuses” was the university’s first foray into the world of Massive Open Online Course (MOOC). This paper focuses on how the design decisions, particularly those related to the course layout, structure and content/multi-media...

Topics: Distance/Flexible Education

Quality of Online Learning: Adding MOOC into the mix?

Afsaneh Sharif; Hosein Moeini; Merce Gisbert

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 922–928

Online learning is a broad term that can describe a learning environment supported via information and communications technology. Online learning has become a diverse and dynamic world in which educators and learners almost every day create new...

It’s MOOC or die! Impacts on Libraries and Learning Center

Helge Hoivik

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1658–1663

During the last few years educators have witnessed two distinct and disruptive developments. New genres of social engagement have taken off with the introduction of net-enabled smart phones (2007) and pads (2010). Online teaching and learning is...

Topics: Policy Issues

Methodological approaches in MOOC research: Retracing the myth of Proteus

Juliana Elisa Raffaghelli; Stefania Cucchiara; Donatella Persico

British Journal of Educational Technology Vol. 46, No. 3 (May 01, 2015) pp. 488–509

This paper explores the methodological approaches most commonly adopted in the scholarly literature on Massive Open Online Courses (MOOCs), published during the period January 2008–May 2014. In order to identify trends, gaps and criticalities...

Reluctant Mathematician: Skills-Based MOOC Scaffolds Wide Range of Learners

Sarah Lambert

Journal of Interactive Media in Education Vol. 2015, No. 1 (2015)

The University of Wollongong's first locally developed and hosted Massive Open Online Course (MOOC) "The Reluctant Mathematician" was run in the last four weeks of our summer holiday, prior to Autumn session in 2014. It was developed to...

Does Formal Credit Work for MOOC-Like Learning Environments?

Engin Kursun

The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)

Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative...

Modeling MOOC Student Behavior with Two-Layer Hidden Markov Models

Chase Geigle; ChengXiang Zhai

Journal of Educational Data Mining Vol. 9, No. 1 (2017) pp. 1–24

Massive open online courses (MOOCs) provide educators with an abundance of data describing how students interact with the platform, but this data is highly underutilized today. This is in part due to the lack of sophisticated tools to provide...

An Evaluation of MOOC Success: Net Promoter Scores

Kristin Palmer; Christopher Devers

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1648–1653

Online education has evolved in recent decades. At its infancy, online education involved asynchronously posting questions online and then receiving feedback. However, more recently, online education has moved to synchronous video conversations that ...

Topics: E-learning benchmarks and standards, Open courses, open learning, and open educational resources, Open educational projects, partnerships, and consortia

MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective

Teresa Torres-Coronas; María-Arántzazu Vidal-Blasco

International Journal of Information and Communication Technology Education Vol. 13, No. 3 (July 2017) pp. 88–99

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution ...

Educational Paradigm Shift: Are We Ready to Adopt MOOC?

Jayakumar Sadhasivam

International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 4 (Jun 14, 2014) pp. 50–55

This paper summarizes the findings from an empirical study carry out the online learning. The impact of information technology in our day-to-day life has been profound. Among many cross disciplines that have been enriched (or benefited) by...

A MOOC approach for training researchers in developing countries

Ravi Murugesan; Andy Nobes; Joanna Wild

Open Praxis Vol. 9, No. 1 (Mar 31, 2017) pp. 45–57

We report on an online course in research writing offered in a massive open online course (MOOC) format for developing country researchers. The concepts of cognitive presence, teacher presence, and social presence informed the design of the course,...

A Roadmap for Offering MOOC from an LMIC Institution

Syed Hani Abidi; Aamna Pasha; Greg Moran; Syed Ali

Learning, Media and Technology Vol. 42, No. 4 (2017) pp. 500–505

MOOCs are massive open online courses that are globally accessible, free of charge. Given their cost-free and open accessibility, it is surprising that only a few institutions have offered MOOCs from low- and middle-income countries (LMICs)....