We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that displaying the gaze of the teacher will act as cues in crucial moments of dyadic conversation, the teacher-student dyad, such as reference disam...

This paper evaluates the effectiveness of a massive open online course (MOOC) as a professional development tool in higher education. The transition from the MOOCs initial intended use as a low cost way for students to access education and aid their studies has evolved, from facilitating the Higher Education sector to the commercial sector. Findings indicate there is an increase in participatio...

A MOOC is a trending concept in education that is disrupting traditional methods of learning consumption. The emergence and use of MOOCs for professional teacher development is still uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typically focuses on impacts for higher education and lifelong learning. However, the specific intersection of MOOCs and professional teach...

For MOOC learners, lecture video viewing is the central learning activity. This paper reports a large-scale analysis of in-video interactions. We categorize the video behaviors into patterns by employing a clustering methodology, based on the available types of interactions, namely, pausing, forward and backward seeking and speed changing. We focus on how learners view MOOC videos with these in...

In this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants’ engagements in a MOOC. We aim to find out key points which directly effect learners’ dropout and performance in MOOCs. We worked on a FutureLearn data which is provided by the University of Southampton. The course is Understanding Language: Learning and Teaching MOOC that...

Massive Open Online Course (MOOC) platform designs, such as those of edX and Coursera, afford linear learning sequences by building scaffolded knowledge from activity to activity and from week to week. We consider those sequences to be the courses’ designed learning paths. But do learners actually adhere to these designed paths, or do they forge their own ways through the MOOCs? What are the im...

In this article, a massive open online course (MOOC) made by and for Swedish teachers will be presented and discussed in order to determine what possibilities and dilemmas are involved when creating and participating in an MOOC that is meant to be a community rather than a course. By analysing interviews of the organisers as well as blog posts and surveys answered by participants, the conclusio...

Micro learning is gradually becoming a common learning mode in massive open online course learning (MOOC). We illustrate a research strategy to formalize and customize micro learning resources in order to meet personal demands at the real time. This smart micro learning environment can be organized by a Software as a Service (SaaS) we newly designed, in which educational data mining technique i...

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic ...

In consideration of shortcomings of general teachers’ training module, such as less chance, inefficiency, theory-practice gap and short duration, we expounds the concept and process of teachers’ training module based on MOOC, discusses how MOOC platform promote collaborative teachers’ training development and improve teachers’ training methods and other issues in this paper. This paper proposes...