While online students may wish to see their teacher on video, there may be practical, pedagogical, affective or political reasons for hesitating. Drawing on my own experiences of online teaching both on a Masters programme and a MOOC (EDCMOOC), the paper raises questions about approaches to teaching, misrepresentation, surveillance and teacher agency. I conclude that though there are problems i...

In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete MOOCs, and take MOOCs for other reasons. There has been qualitative research into why learners take MOOCs, but the link between learner goals and completion has not been fully esta...

Massive Open Online Courses (MOOCs) have a remarkable ability to expand access to a large scale of participants worldwide, beyond the formality of the higher education systems. MOOCs support participants to be actively involved in collaborative learning and construct their own learning experience in a variety of domains. However, one of the biggest challenges facing MOOCs is how to assess the l...

Massive Open Online Courses (MOOCs) are a disruptive trend in education. Several initiatives have emerged during the last months to give support to MOOCs, and many educators have started offering courses as MOOCs in different areas and disciplines. However, designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but also other issues of logistical, technologica...

To provide MOOC participants with efficient learning resources and feedback according to the unique needs of each learner is obvious a greater challenge. In this paper, we describe the top five challenges that have the power to hinder the overall personalize MOOC experience. In addition to that, we suggest new opportunities considering individual differences in order to support personalized MOO...

Researchers in the field of educational technology are paying huge attention to the widespread adoption of Massive Open Online Courses (MOOCs) in the study of learning online. MOOCs are discussed in many angles including pedagogy, learning sustainability, and business model. However, there are very few discussions around MOOCs personalisation. In this paper, it is aimed to examine and analyse t...

Offerings of electronic courses and degrees are growing at a surprising rate. Some have surmised that E courses represent the future for higher education and that the traditional university may soon be a relic of the past: do E courses represent a significant improvement over traditional pedagogy for educating students? In this context, 305 questionnaires were sent by e-mail to accounting chair...

Massive Open Online Courses (MOOCs) offer a great opportunity for learners to enjoy learning despite their location or timing. Nevertheless, motives vary between each student and another. In this workshop paper, we are delighted to open discussions on why undergraduates may enroll in their university’s MOOCs? Are they looking for ECTS points? Or do they want to build a stronger background in th...

Several studies have described different hybrid initiatives to integrate MOOCs into traditional higher education. Most of these studies have partially documented students’ perception on hybrid initiatives, measuring course satisfaction among other metrics. Few researchers have reported institutional efforts implied in implementing hybrid initiatives and their benefits from a curriculum perspect...