The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transfer...

Massive Open Online Courses (MOOCs) require students’ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement alon...

The landscape of online learning has evolved in a synchronous fashion with the development of the every-growing repertoire of technologies, especially with the recent addition of Massive Online Open Courses (MOOCs). Since MOOC platforms allow thousands of students to participate at the same time, MOOC participants can have fairly varied motivation. Meanwhile, a low course completion rate has be...

Completion rates for massive open online classes (MOOCs) are notoriously low, but learner intent is an important factor. By studying students who drop out despite their intent to complete the MOOC, it may be possible to develop interventions to improve retention and learning outcomes. Previous research into predicting MOOC completion has focused on click-streams, demographics, and sentiment ana...

Current MOOCs emphasize offering individualistic learning experiences, and most MOOC research is centered on this context. Recent research also suggests that MOOC students may prefer to study in groups. Social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report a longitudinal study that investigates how co-located study groups watc...

One of the characteristics of Massive Open Online Courses (MOOC) is the heterogeneity of their participants’ profiles and, for the most traditional MOOC model, this is an important cause of the low completion rate. The MOOC model presents two apparent antagonistic concepts, globalization and diversity. MOOCs represent globalization (participants have to be adapted to the course) and their parti...

Massive Open Online Courses (MOOCs) have been widely lauded by the press since its fairly recent inception. Besides its wide popularity among learners worldwide, the majority of MOOCs still present challenges with steep dropout rates in spite of their promising enrollment numbers. While enjoying various benefits MOOCs brings along, learners apparently face new challenges. This paper intends to ...

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 present a research project that tries to extend the MOOC ecosystems by integrating external tools like social networks. This integration is developed by using a software architecture that mediate between the different systems and platforms establishing communication workflows and analyzing the information retrieved. This kind of system is applied in a real case, and it allows teacher...

This paper discusses self-reported emotions experienced by students in a Massive Open Online Course (MOOC) learning context. Emotions have been previously shown to be related to learning in classrooms and laboratory studies and have even been leveraged to improve learning. In this study, frequently occurring discrete emotions as well as frequently, co-occurring pairs of emotions were analyzed d...