Personalization of MOOCs

Adaptive MOOCs to Foster Personalized Learning

Massive Open Online Courses: Current State and Perspectives (Dagstuhl Perspectives Workshop 14112)

The rapid emergence and adoption of Massive Open Online Courses (MOOCs) has raised new questions and rekindled old debates in higher education. Academic leaders are concerned about educational quality, access to content, privacy protection for learner data, production costs and the proper relationship between MOOCs and residential instruction, among other matters. At the same time, these same l...

Student Success Prediction in MOOCs

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 sur...

Personalisation of MOOCs - The State of the Art

Researchers in the field of educational technology are paying huge attention to the widespread adoption of Massive Open Online Courses (MOOCs) in the study of learning online. MOOCs are discussed in many angles including pedagogy, learning sustainability, and business model. However, there are very few discussions around MOOCs personalisation. In this paper, it is aimed to examine and analyse t...

Toward Flexible MOOCs: Student-Sourcing of Learning Content at Scale

A mong the most exciting opportunities heralded by massive open online courses (MOOCs) is their ability to leverage the power of big data. MOOCs allow us to log, at a relatively fine-grain level, the data of thousands of learners taking the same course. Many promises have been made in the media and research literature about how this data might be used to optimize learning. One such promise is d...