Massive Open Online Courses (MOOCs) have recently received a great deal of attention from the academic communities. However, these courses face low completion rates and there are very limited research pertaining to this problem. Therefore, this study uses Triandis theory to better understand variables that are indicative of MOOC completion. Furthermore, this study scrutinizes the quantitative r...

The New York Times declared 2012 as the year of the Massive Online Open Courses (MOOC). This also proves that MOOC is the latest and the most successful development in online education. These online courses are designed for large-scale participation, freely available with free access to all course materials, available through any web browser on any mobile device or computer The talk summarizes ...

Video is a content delivery form used for delivering lecture content in Massive Open Online Course (MOOC). While institutions plan to launch MOOC on their own platform or adapt an existing one, there is a need to specify the features required for video lecture in MOOC. In this paper, we present a checklist of features for video lecture incorporated in MOOC from the learner‟s perspective. The us...

Massive Open Online Courses (MOOC) are becoming increasingly difficult to ignore in online education. Recent developments in MOOC have heightened the need for understanding the MOOC. The issue of an in-depth understanding of the MOOC setting has been a key subject within the field of qualitative research. However, far too little attention has been paid to the MOOC setting. This paper seeks to p...

This paper aims at understanding MOOC learners' activity patterns, taking into account factors like personal schedule, traditional working hours, domestic time, nighttime and their relation with MOOC course opening hours, live sessions, essay submission deadlines... Are MOOC learners adopting nonstandard learning schedules? Does the MOOC schedule determine the connection patterns of the learner...

The CADRE Project offers Intelligent MOOC for the disaster resilience DPROF programme (MOOC-DPROF). MOOC-DPROF aims at unlimited participation and open access via the Virtual Environment for the Built Environment Research to reduce knowledge shortfalls across the EU. PhD students registered in MOOC-DPROF differ by their knowledge levels, preferences, interests, goals, cognitive styles and learn...

Massive online open courses (MOOC) are one of the widely used groups of online education and have been thought of as a key factor in future education. In recent years, there has been an increasing interest in MOOC from education and information systems researchers. In this paper, the aim is to observe MOOC in their natural setting to examine a particular community of MOOC by drawing on the conc...

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...

A massive open online course (MOOC) is a web-based class environment aimed at large-scale global participation and open access via the Internet. MOOCs are also a disruptive trend changing how education is delivered and funded throughout the world. In the spring of 2013, we developed and taught Vanderbilt’s first MOOC, entitled “Pattern-Oriented Software Architecture for Concurrent and Networked...