Jordan, Katy; Goshtasbpour, Fereshte
JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC Artikel
In: Journal of Interactive Media in Education, Bd. 2022, Ausg. 1, 2022, ISSN: 1365-893X.
Abstract | Links | BibTeX | Schlagwörter: A, massive open online course (MOOC), massive open online courses (MOOCs), open education
@article{Jordan2022,
title = {JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC},
author = {Katy Jordan and Fereshte Goshtasbpour},
url = {https://doi.org/10.5334/jime.757},
doi = {10.5334/jime.757},
issn = {1365-893X},
year = {2022},
date = {2022-05-25},
journal = {Journal of Interactive Media in Education},
volume = {2022},
issue = {1},
abstract = {In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.},
keywords = {A, massive open online course (MOOC), massive open online courses (MOOCs), open education},
pubstate = {published},
tppubtype = {article}
}
Birkner, Achim; Fromme, Johannes
In: Dörner, Olaf (Hrsg.): Wissenschaftliche Weiterbildung als Problem der Öffnung von Hochschulen für nichttraditionelle Studierende, S. 209–227, Barbara Budrich, Opladen, Berlin, Toronto, 2019, ISBN: 978-3-8474-2227-3.
Links | BibTeX | Schlagwörter: A, massive open online courses (MOOCs), open education
@inbook{Birkner2020,
title = {MOOCs als offene Bildungsformate? Überlegungen zur Beschreibung und Analyse der Offenheit von Massive Open Online Courses},
author = {Achim Birkner and Johannes Fromme},
editor = {Olaf Dörner},
url = {https://www.meb.ovgu.de/wp-content/uploads/2020/02/Birkner_Fromme_MOOCs-Preprint.pdf},
isbn = {978-3-8474-2227-3},
year = {2019},
date = {2019-12-16},
urldate = {2020-03-28},
booktitle = {Wissenschaftliche Weiterbildung als Problem der Öffnung von Hochschulen für nichttraditionelle Studierende},
pages = {209–227},
publisher = {Barbara Budrich},
address = { Opladen, Berlin, Toronto},
keywords = {A, massive open online courses (MOOCs), open education},
pubstate = {published},
tppubtype = {inbook}
}
Otto, Daniel; Caeiro, Sandra; Nicolau, Paula; Disterheft, Antje; Teixeira, António; Becker, Sara; Bollmann, Alexander; Sander, Kirsten
In: Journal of Cleaner Production, Bd. 222, S. 12–21, 2019, ISSN: 0959-6526.
Abstract | Links | BibTeX | Schlagwörter: Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability
@article{Otto2019,
title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs},
author = {Daniel Otto and Sandra Caeiro and Paula Nicolau and Antje Disterheft and António Teixeira and Sara Becker and Alexander Bollmann and Kirsten Sander},
url = {https://doi.org/10.1016/j.jclepro.2019.02.190},
doi = {10.1016/j.jclepro.2019.02.190},
issn = {0959-6526},
year = {2019},
date = {2019-06-10},
urldate = {2019-06-27},
journal = {Journal of Cleaner Production},
volume = {222},
pages = {12–21},
publisher = {Elsevier},
abstract = {Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.},
keywords = {Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability},
pubstate = {published},
tppubtype = {article}
}
Leitner, Philipp; Ebner, Martin
Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs? Proceedings Article
In: Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019, 2019, ISSN: 1613-0073.
Abstract | Links | BibTeX | Schlagwörter: A, iMooX, massive open online courses (MOOCs), online survey, quantitative assessment
@inproceedings{Leitner2019,
title = {Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs?},
author = {Philipp Leitner and Martin Ebner},
url = {http://ceur-ws.org/Vol-2356/
http://ceur-ws.org/Vol-2356/experience_short14.pdf
https://www.researchgate.net/publication/333446168_Experiences_with_a_MOOC-platform_-Who_are_our_learners_and_what_do_they_think_about_MOOCs},
issn = {1613-0073},
year = {2019},
date = {2019-05-20},
urldate = {2019-08-08},
booktitle = {Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019},
volume = {2356},
abstract = {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.},
keywords = {A, iMooX, massive open online courses (MOOCs), online survey, quantitative assessment},
pubstate = {published},
tppubtype = {inproceedings}
}
Neuböck, Kristina; Kopp, Michael; Ebner, Martin
What do we know about typical MOOC participants? First insights from the field Proceedings Article
In: Proceedings of eMOOCs 2015 conference, S. 183–190, Mons, 2019.
Abstract | Links | BibTeX | Schlagwörter: A, iMooX, massive open online courses (MOOCs), online survey, quantitative assessment
@inproceedings{Neuböck2019,
title = {What do we know about typical MOOC participants? First insights from the field},
author = {Kristina Neuböck and Michael Kopp and Martin Ebner},
url = {https://www.researchgate.net/publication/276473928_What_do_we_know_about_typical_MOOC_participants_First_insights_from_the_field},
year = {2019},
date = {2019-05-20},
urldate = {2019-08-08},
booktitle = {Proceedings of eMOOCs 2015 conference},
pages = {183–190},
address = {Mons},
abstract = {assive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.},
keywords = {A, iMooX, massive open online courses (MOOCs), online survey, quantitative assessment},
pubstate = {published},
tppubtype = {inproceedings}
}
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.
Reich, Justin; Ruipérez-Valiente, José A.
The MOOC pivot Artikel
In: Science, Bd. 363, Nr. 6423, S. 130–131, 2019, ISSN: 1095-9203.
Abstract | Links | BibTeX | Schlagwörter: higher education, massive open online courses (MOOCs), O
@article{Reich2019,
title = {The MOOC pivot},
author = {Justin Reich and José A. Ruipérez-Valiente},
url = {http://dx.doi.org/10.1126/science.aav7958},
doi = {10.1126/science.aav7958},
issn = {1095-9203},
year = {2019},
date = {2019-01-11},
journal = {Science},
volume = {363},
number = {6423},
pages = {130–131},
abstract = {When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world's best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master's degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world's most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years.},
keywords = {higher education, massive open online courses (MOOCs), O},
pubstate = {published},
tppubtype = {article}
}
Khalil, Mohammad; Wong, Jacqueline; de Koning, Björn; Ebner, Martin; Paas, Fred
Gamification in MOOCs: A Review of the State of the Art (Draft) Proceedings Article
In: Proceedings of the 2018 IEEE Global Engineering Education Conference, S. 1635–1644, Santa Cruz, Tenerife, Canary Islands, Spains, 2018.
Abstract | Links | BibTeX | Schlagwörter: A, gamification, literature review, massive open online courses (MOOCs)
@inproceedings{Khalil2018,
title = {Gamification in MOOCs: A Review of the State of the Art (Draft)},
author = {Mohammad Khalil and Jacqueline Wong and Björn de Koning and Martin Ebner and Fred Paas},
url = {https://www.researchgate.net/publication/324528892_Gamification_in_MOOCs_A_Review_of_the_State_of_the_Art},
year = {2018},
date = {2018-04-01},
urldate = {2018-05-16},
booktitle = {Proceedings of the 2018 IEEE Global Engineering Education Conference},
pages = {1635–1644},
address = {Santa Cruz, Tenerife, Canary Islands, Spains},
abstract = {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.},
keywords = {A, gamification, literature review, massive open online courses (MOOCs)},
pubstate = {published},
tppubtype = {inproceedings}
}
Kemper, Lorenz
Predicting Student Dropout: A Machine Learning Approach Unveröffentlicht
2018.
Abstract | Links | BibTeX | Schlagwörter: descision trees, dropout, higher education, logistic regression, machine learning, massive open online courses (MOOCs), O, prediction, students, Studienerfolg
@unpublished{Kemper2018,
title = {Predicting Student Dropout: A Machine Learning Approach},
author = {Lorenz Kemper},
url = {https://www.researchgate.net/publication/322919234_Predicting_Student_Dropout_a_Machine_Learning_Approach},
year = {2018},
date = {2018-02-01},
urldate = {2018-08-22},
institution = {Karlsruhe Institute of Technology (KIT)},
abstract = {We perform two approaches of machine learning, logistic regression and decision trees, to predict student dropout at the Karlsruhe Institute of Technology (KIT). The models are computed on the basis of examination data, i.e. data available at all universities without need of collection. Therefore, we propose a methodical approach that may be put in practice with relative ease at other institutions. Using a Hellinger-Distance splitting approach we find decision trees to produce slightly better results. However, both methods yield high prediction accuracies of up to 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} after three semesters. A classification with more than 83{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} accuracy is already possible after the first semester. Within our analysis we show, that resampling techniques can improve the detection of at-risk students.},
keywords = {descision trees, dropout, higher education, logistic regression, machine learning, massive open online courses (MOOCs), O, prediction, students, Studienerfolg},
pubstate = {published},
tppubtype = {unpublished}
}
Renz, Jan; Rohloff, Tobias; Meinel, Christoph
Automatisierte Qualitätssicherung in MOOCs durch Learning Analytics Konferenzberichte
Proceedings of DeLFI and GMWWorkshops 2017, Chemnitz, Germany, September 5, 2017, 2017, ISSN: 1613-0073.
Abstract | Links | BibTeX | Schlagwörter: A, learning analytics, massive open online courses (MOOCs), Qualitätssicherung, quality
@proceedings{Renz2017,
title = {Automatisierte Qualitätssicherung in MOOCs durch Learning Analytics},
author = {Jan Renz and Tobias Rohloff and Christoph Meinel},
editor = {Carsten Ullrich and Martin Wessner},
url = {http://ceur-ws.org/Vol-2092/paper24.pdf
https://www.researchgate.net/publication/325226167_Automatisierte_Qualitatssicherung_in_MOOCs_durch_Learning_Analytics
https://www.researchgate.net/publication/321105881_Automatisierte_Qualitatssicherung_in_MOOCs_durch_Learning_Analytics},
issn = {1613-0073},
year = {2017},
date = {2017-09-05},
urldate = {2018-12-20},
series = {CEUR Workshop Proceedings},
abstract = {Dieser Beitrag beschreibt wie mithilfe von Learning Analytics Daten eine automatisierte Qualitätssicherung in MOOCs durchgeführt werden kann. Die Ergebnisse sind auch für andere skalierende E-Learning Systeme anwendbar. Hierfür wird zunächst beschrieben, wie in den untersuchten Systemen (die als verteilte Dienste in einer Microservice-Architektur implementiert sind) Learning Analytics Werkzeuge umgesetzt sind. Darauf aufbauend werden Konzept und Implementierung einer automatisierten Qualitätssicherung beschrieben. In einer ersten Evaluation wird die Nutzung der Funktion auf einer Instanz der am HPI entwickelten MOOC-Plattform untersucht. Anschließend wird ein Ausblick auf Erweiterungen und zukünftige Forschungsfragen gegeben.},
howpublished = {Proceedings of DeLFI and GMWWorkshops 2017, Chemnitz, Germany, September 5, 2017},
keywords = {A, learning analytics, massive open online courses (MOOCs), Qualitätssicherung, quality},
pubstate = {published},
tppubtype = {proceedings}
}