Digital news media discourse on MOOCs has been pervasive in educational publications over recent years, and has often focused on debates over the disruptive potential of MOOCs at one extreme, and their survival at the other. Whether such articles reflect the concerns of academics and other internal university stakeholders is difficult to ascertain. This paper aims to determine the main concerns...

Lerngruppen sind ein bewährter Ansatz zur Unterstützung des Lernens. Analysen der Partizipation in vielen xMOOCs zeigen nach Hill [Hil13] wiederkehrende Besuchertypen: viele kurzfristige Beobachter (" lurker "), weniger selektive Nutzer be-stimmter Inhalte (" drop-ins "), noch weniger reine Konsumenten (" passive participants "), und nur ca. 25% aktive Lerner (" active participants "). Eine Ana...

For some time now, universities have been making a significant effort to develop Massive Open Online Courses (MOOCs). One way to leverage the effort invested in developing and carrying out MOOCs is to use the online courses or parts of them in traditional brick-and-mortar courses that are delivered on campus. There are several learning design strategies that consider the combination of face to ...

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors’ research demonstrated that Student Response System...

With the development of Massive Open Online Courses (MOOC) in recent years, discussion forums there have become one of the most important components for students and instructors to widely exchange ideas. And actually MOOC forums play the role of social learning media for knowledge propagation. In order to further understand the emerging learning settings, we explore the social relationship ther...

This paper aims at understanding MOOC learners' activity patterns, taking into account factors like personal schedule, traditional working hours, domestic time, nighttime and their relation with MOOC course opening hours, live sessions, essay submission deadlines... Are MOOC learners adopting nonstandard learning schedules? Does the MOOC schedule determine the connection patterns of the learner...

Advanced information technologies have enabled the development of Massive Open Online Courses (MOOCs), which have the potential to transform higher education. Why are some schools able to more easily embrace this technology-based model of teaching, while others are reluctant to jump aboard? Applying the theory of absorptive capacity, we examine the role of a school’s educational IT – including ...

Zentraler Bestandteil der universitären Lehre bildet seit Jahrhunderten die Vorlesung: Einer redet, Hunderte hören zu. Ermöglicht durch schnelle Netze und multimediale Webportale bahnt sich seit etwa drei Jahren eine ernstzunehmende Alternative den Weg: der MOOC (Massive Open Online Course). Hier wühlen sich Tausende von Teilnehmern nach eigener Zeiteinteilung durch interaktives Lehrmaterial, s...

What prerequisite knowledge should students achieve a level of mastery before moving forward to learn subsequent coursewares? We study the extent to which the prerequisite relation between knowledge concepts in Massive Open Online Courses (MOOCs) can be inferred automatically. In particular, what kinds of information can be leveraged to uncover the potential prerequisite relation between knowle...

MOOCs are particular learning environments due to their massiveness and openness. Creating learning environments for masses is extremely complex and raises a lot of design questions because of the large variety of participants in terms of background, skills, and experiences. This paper aims to give an overview of the current trends in MOOCs design and to present a draft of the conceptual catego...