Toward a Typology of MOOC Activity Patterns - Learners Who Never Rest?

MOOC Video Interaction Patterns: What Do They Tell Us?

For MOOC learners, lecture video viewing is the central learning activity. This paper reports a large-scale analysis of in-video interactions. We categorize the video behaviors into patterns by employing a clustering methodology, based on the available types of interactions, namely, pausing, forward and backward seeking and speed changing. We focus on how learners view MOOC videos with these in...

The Time Factor in MOOCS - Time-on-Task, Interaction Temporal Patterns, and Time Perspectives in a MOOC

MOOCs are a current trend in Higher Education; universities around the world offer open courses for lifelong and geographically distributed learners. Nevertheless, there is a high drop-out rate on these courses. The temporal aspects related to learner Temporal Perspectives (TP), self-regulation of learning, and temporal patterns could be related to drop-out rates and motivations for following a...

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

Gauging MOOC Learners' Adherence to the Designed Learning Path

Massive Open Online Course (MOOC) platform designs, such as those of edX and Coursera, afford linear learning sequences by building scaffolded knowledge from activity to activity and from week to week. We consider those sequences to be the courses’ designed learning paths. But do learners actually adhere to these designed paths, or do they forge their own ways through the MOOCs? What are the im...

Toward a generalizable understanding of Twitter and social media use across MOOCs: who participates on MOOC hashtags and in what ways?

Researchers have proposed that social media provide complementary learning environments for Massive Open Online Courses (MOOCs) that might engender participation, engagement, and peer-support. Although suggestive, nearly all of the research in this area consists of case studies, making it challenging to determine whether or to what extent findings can be generalized to MOOCs beyond those studie...