Massive Open Online Courses (MOOCs) are successful in delivering educational resources to the masses, however, the current retention rates — well below 10% — indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the tradi...

This study uses Cohesion Network Analysis (CNA) indices to identify student patterns related to course completion in a massive open online course (MOOC). This analysis examines a subsample of 320 students who completed at least one graded assignment and produced at least 50 words in discussion forums in a MOOC on educational data mining. The findings indicate that CNA indices predict with subst...

Eye-tracking had been shown to be predictive of expertise, task-based success, task-difficulty, and the strategies involved in problem solving, both in the individual and collaborative settings. In learning analytics, eye-tracking could be used as a powerful tool, not only to differentiate between the levels of expertise and task-outcome, but also to give constructive feedback to the users. In ...

A methodological approach and technological framework are proposed to improve learning outcomes in Massive Open Online Courses (MOOCs), taking into account the distinguishing features of this kind of massive courses over traditional online courses. The proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with adaptivity and knowledge management capabilities. In order to ...

Cloud computing is fast becoming the major computing paradigm in every aspect of teaching and learning. This computing paradigm supported the emergence of new learning and teaching platform called Massive Open Online Course (MOOC). MOOC is mainly delivered via the cloud and it uses the Internet to make education infinitely available to an unlimited scope of participants. This paper focuses on e...

Prior studies on Massive Open Online Courses (MOOCs) suggest that there is a significant decrease in student participation after one week of instruction [8]. This paper uses a combination of students’ Week 1 assignment performance and social interaction within the MOOC to predict their final performance in the course. The study also examines the role external incentives in final MOOC performanc...

Presently, most platforms used on the selection of Massive Open Online Courses (MOOC) available online have various automated methods of assessment. These type of tools are based on applications that analyze the answers using a pre-correction algorithm. Most of these programs run several types of automatic assessment, but the possible use of the technology for each of them differs with respect ...

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...

Massive open online courses (MOOCs) have developed rapidly and become tremendously popular because of their plentiful gamification designs, such as reputation points, rewards, and goal setting. Although previous studies have mentioned a broad range of gamification designs that might influence MOOC learner engagement, most gamified MOOCs fail to meet learning objectives because of a lack of rese...