Identifying collaboration between learners in a course is an important challenge in education for two reasons: First, depending on the courses’ rules, collaboration can be considered a form of cheating. Second, it helps one to more accurately evaluate each learner’s competence. While such collaboration identification is already challenging in traditional classroom settings consisting of a small...

Unlike classroom education, immediate feedback from the student is less accessible in Massive Open Online Courses (MOOC). A new type of sensor for detecting students’ mental states is a single-channel EEG headset simple enough to use in MOOC. Using its signal from adults watching MOOC video clips in a pilot study, we trained and tested classifiers to detect when the student is confused while wa...

This paper presents the methodology for strategic decision making in higher education (HE). The methodology is structured as a cycle of strategic decision making with four phases, and it is focused on institutional and national perspective, i.e. on decision making that takes place at institutions of HE and relevant national authorities, in case HEIs are public. Case study of e-learning implemen...

Mit mooin (Massive Open Online International Network) baute die Fachhochschule Lübeck ihre eigene Plattform für Massive Open Online Courses (MOOCs) auf dem Open-SourceLearning-Management-System Moodle auf und startete von März bis Juni 2015 mit den ersten sechs Kursen. Im Rahmen der Plattformdemonstration werden die umfassenden Anpassungen der Funktionalitäten und des UI-Designs, Administration...

Much of the public discussion of Massive Open Online Courses (MOOCs) has centered on new instructional and assessment methods, potential business models, the feasibility of offering course credit, and the future of higher learning.2 However, with a few exceptions,3 issues related to copyright have generated considerably less public discussion, while still causing great consternation on many cam...

The use of learning analytics in ICT-rich learning environments assists teachers to (re)design their learning scenarios. Teacher inquiry is a process of intentional and systematic research of teachers into their students ́ learning. When teachers work in small groups or communities and present results of their practice more interpretations are generated around the use and meaning of this data. I...

Discussion forums serve as a platform for student discussions in massive open online courses (MOOCs). Analyzing content in these forums can uncover useful information for improving student retention and help in initiating instructor intervention. In this work, we explore the use of topic models, particularly seeded topic models toward this goal. We demonstrate that features derived from topic a...

The increasing popularity of Massive Open Online Courses (MOOCs) has resulted in huge number of courses available over the Internet. Typically, a learner can type a search query into the look-up window of a MOOC platform and receive a set of course suggestions. But it is difficult for the learner to select lectures out of those suggested courses and learn the desired information efficiently. In...

A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to “Engl...

DRAFT, UPDATED—August 22, 2017. Each time a learner in a self-paced online course is trying to answer an assessment question, it takes some time to submit the answer, and if multiple attempts are allowed and the first answer was incorrect, it takes some time to submit the second attempt, and so on. Here we study the distribution of such “response times”. We find that the log-normal statistical ...