The first MOOC (Massive Open Online Course) was launched in 2008 in Canada. Since then these new model of online education has proliferated around the world and sparked many interesting and often heated discussions regarding their benefits and implications in the field of education. In order to understand and contribute to the debate surrounding MOOCs and their educational possibilities it is n...

Online teacher professional development has shown benefits in enhancing and improving competences providing classroom experiences which eventually may improve student academic achievements (de Kramer et. al, 2012). In designing an effective online development, a need analysis needs to be conducted successfully meet the teachers’ design program that is based on contexts complexities of teaching ...

The proliferation of massive open online courses or MOOCs has proven disruptive to the traditional educational enterprise. While there is an on going debate about the future of MOOCs, it has already shown effective results for particular cohort of learners. This research investigates the adoption of MOOCs as a disruptive initiative in developing countries, and in particular in Papua New Guinea ...

Massive Open Online Courses (MOOCs) have great potential to provide learning opportunities for people around the world. However, to reach their full potential, MOOCs need to meet the accessibility needs of diverse learners, with and without disabilities. In the literature review, we have found some published research on accessibility evaluations of MOOCs content and platforms, but we have not f...

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...

An earlier study of a collaborative chat intervention in a Massive Open Online Course (MOOC) identified negative effects on attrition stemming from a requirement for students to be matched with exactly one partner prior to beginning the activity. That study raised questions about how to orchestrate a collaborative chat intervention in a MOOC context in order to provide the benefit of synchronou...