Examining the Relationship among Learning Self-Efficacy, MOOC-Satisfaction and MOOC-Loyalty of MOOC Learner with Bagozzi’s Model

an Investigation of Factors Affecting Utilization of MOOC from the perspective of R MOOC learners

The Post-MOOC World

We’ve become so accustomed to the cycle of hype that we apply it to every new innovation without thinking. We expect all new technologies to be swept upward on a wave of emotion, only to fall to earth when the hype wears o . By reducing innovation to a stereotype, we overlook the new ideas that each innovation can bring. A recent swing in the cycle of hype began in 2011, when massive open onlin...

Describing MOOC-based Hybrid initiatives: The H-MOOC Framework

Several studies have described different hybrid initiatives to integrate MOOCs into traditional higher education. Most of these studies have partially documented students’ perception on hybrid initiatives, measuring course satisfaction among other metrics. Few researchers have reported institutional efforts implied in implementing hybrid initiatives and their benefits from a curriculum perspect...

MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis

The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students’ performance in a large-scale MOOC. We situate our analysis i...

Dynamics of Affective States During MOOC Learning

We investigate the temporal dynamics of learners’ affective states (e.g., engagement, boredom, confusion, frustration, etc.) during video-based learning sessions in Massive Open Online Courses (MOOCs) in a 22-participant user study. We also show the feasibility of predicting learners’ moment-tomoment affective states via implicit photoplethysmography (PPG) sensing on unmodified smartphones.