We report about two ongoing studies, which challenge the individualistic model of MOOC based learning. MOOC usage is embedded in the context of collocated study groups. The ability to pause a lecture and discuss its contents with peers creates learning opportunities. Learning by explaining has been proved effective through many empirical studies. We investigate the best way to configure these s...

The four-week Business Start-up Massive Open Online Course (MOOC) is the first MOOC designed at the Southern Alberta Institute of Technology (SAIT), Calgary, Canada. This work in progress paper discusses the author’s experience designing the course through digital storytelling in partnership with seven successful Canadian entrepreneurs using powerful digital tools, including 2D whiteboard video...

Studies carried out in classroom-based learning context, have consistently shown a positive relation between students’ conscientiousness and their academic success. We hypothesize that time management and regularity are main constructing blocks of students’ conscientiousness in the context of online education. In online education, despite intuitive arguments supporting on-demand courses as more...

This article presents an overview of the development and use of analytics in the context of education. Using Buckingham Shum's three levels of analytics, the authors present a critical analysis of current developments in the domain of learning analytics, and contrast the potential value of analytics research and development with real world educational implementation and practice. The article al...

Massive Open Online Courses (MOOCs) might be the proverbial “tipping point” in discussions about the role of information and communication technologies in higher education. To some they offer dramatic cost savings without loss in quality; to others they are best described as MESS (Massive Extension of Sage on the Stage). If the history of IS is any guide, MOOCs portend dramatic changes over tim...

Massive Online Open Courses (MOOCs) have shown potential for promoting learning at scale. A plethora of studies have tapped into in-course learner behaviors to predict learner success. Yet few studies have looked to the relation between performance and engagement during the course and career development after the course. As such, the present study collected and analyzed both in-course data refl...