Posts tagged moocs

Using Social Network Analysis to explore Learning networks in MOOCs discussion forums

Article written by Ali Soleymani, Laure Itard, Maarten de Laat, Manuel Valle Torre, and Marcus Specht and published in the Proceedings of the CLIMA 2022 Conference.

Abstract

Learning and educational challenges in the field of indoor climate and building services like energy systems are mainly due to the transformation of professional practices and learning networks, a big shift in the way in which people work, communicate, and share their knowledge and the need for additional workforce, either juniors or coming from other disciplines. One of the most important factors that highly influence professional development and workplace learning is networked learning. Our goal in this study, is understanding the learning networks characteristics and patterns of interaction using Social Network Analysis techniques in three MOOCs discussion forums. The result of this study shows not only the importance of Learning networks and peer support on professionalization of learners, but also how pedagogical approach of instructors in MOOCs can foster learning networks. This novel approach in developing learning networks and communities is not only able to help connect young professionals and experienced practitioners digitally, but also it can promote professional development and innovation in the energy installation sector.

Keywords

Professional learning networks, social network analysis, lifelong learning, Massive Online Open Courses

Reference

Soleymani, A., Itard, L., de Laat, M., Valle Torre, M., & Specht, M. (2022). USING SOCIAL NETWORK ANALYSIS TO EXPLORE LEARNING NETWORKS IN MOOCS DISCUSSION FORUMS. CLIMA 2022 Conference. https://doi.org/10.34641/clima.2022.300

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License

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.

Pioneering Online Design Teaching in a MOOC Format: Tools for Facilitating Experiential Learning

Article written by Jaap Daalhuizen and Jan Schoormans and published in International Journal of Design.

Abstract

Providing online design education offers a unique opportunity for learning, by providing high quality learning experiences to distributed audiences for free. It has its challenges as well, particularly when the aim is use ‘active learning’ strategies (Biggs & Tang, 2011), which are necessary when teaching design. In this paper, we report on the development of one of the first massive open online courses (MOOC) in the field of product design. We provide insight into the way the course was designed to stimulate active learning, highlighting the tools that were developed to engage students in a mode of experiential learning (Kolb, 1984). We present the results of the course evaluation, through (post-course) surveys and interviews, focusing on the way the newly developed active learning tools were experienced by the students. We found that experiential learning strategies are applicable to the MOOC context, and that dedicated didactic tools were evaluated more positively in terms of stimulating reflection, motivation and learning that conventional ones. We conclude with an analysis of the outlook on future developments for online design education.

Keywords

Design Education, Design Methods, Massive Open Online Learning.

Reference

Daalhuizen, J., & Schoormans, J. (2018). Pioneering online design teaching in a MOOC format: tools for facilitating experiential learning. International Journal of Design, 12(2), 1-14.

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Online Courses on Business Model Innovation for Practitioners in SMEs

This article is published in the Journal of Business Models (2019), Vol. 7, No. 3.

Abstract

We develop and evaluate five online courses (MOOCs) on business model innovation, tailored to small and medium sized enterprises (SMEs). Six design principles are found for such courses: regarding type and form of learning contents; time investments from participants; practical examples and tools; integration with daily practice; and participative learning.

Keywords

Business model innovation; Online learning; MOOC

Reference

de Reuver, M., Cligge, M., and Haaker, T. (2019), Online courses on business model innovation for practitioners in SMEs, Vol. 7, No. 3, pp. 13-24

Acknowledgements

This publication was developed within the project `Regeling open en online hoger onderwijs’ of the Dutch Ministry of Education, Culture and Science, guided by SURF (www.surf.nl). The course development received part of its funding from the European Community’s Horizon 2020 Program (2014–2020) under grant agreement 645791. The content herein reflects only the authors’ view. The European Commission is not responsible for any use that may be made of the information it contains. We thank the other course team members Harry Bouwman, Gudo Reekers, Stephan Kool, Thea Dullemans and Johannetta Gordijn for invaluable contributions to the courses. We also thank our colleagues from the H2020 ENVISION project. An earlier version of this paper was presented to Open Education Global Conference 2018, and we thank the reviewers and audience for helpful comments.

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MOOC Analytics: Learner Modeling and Content Generation

Doctoral thesis of Guanliang Chen, successfully defended on May 6th 2019.

Abstract

Massive Open Online Courses (MOOCs), as one of the popular options for people to receive education and learn, are endowed with the mission to educate the world. Typically, there are two types of MOOC platforms: topic-agnostic and topic-specific. Topic-agnostic platforms such as edX and Coursera provide courses covering a wide range of topics, while topic-specific MOOC platforms such as Duolingo and Codeacademy focus on courses in one specific topic. To better support MOOC learners, many works have been proposed to investigate MOOC learning in the past decade. Still, there are many other aspects of MOOC learning to be explored.In this thesis, we focused on (i) learner modeling and (ii) generation of educational material for both topic-agnostic and topic-specific MOOC platforms.

Keywords

MOOCs, Learner Modeling, Content Generation, Learning Analytics, Social Web

Reference

Chen, G. (2019). MOOC Analytics: Learner Modeling and Content Generation.

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Large-Scale Learning Analytics: Modeling Learner Behavior & Improving Learning Outcomes in Massive Open Online Courses

Doctoral thesis of Dan Davis defended on May 7th 2019.

Keywords

learning analytics, web information systems, learning science, educational data mining, MOOCs

Reference

Davis, D. (2019). Large-Scale Learning Analytics: Modeling Learner Behavior & Improving Learning Outcomes in Massive Open Online Courses. https://doi.org/10.4233/uuid:b8be8302-84a0-4b29-a6fe- 761a3f872420

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Social Presence in MOOCs

This article is published in the international journal IRRODL Vol 19, No 3 (2018).

Abstract

The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence—a perceived sense of somebody being present and “real”—is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study’s findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

Keywords

social presence, MOOCs, forum participation

Reference

Poquet, O., Kovanović, V., de Vries, P., Hennis, T., Joksimović, S., Gašević, D., & Dawson, S. (2018). Social Presence in Massive Open Online Courses. The International Review Of Research In Open And Distributed Learning, 19(3). doi:http://dx.doi.org/10.19173/irrodl.v19i3.3370

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Exploring communities of inquiry in MOOCs

Article published in journal Computers & Education Volume 119, April 2018, Pages 44–58.

Abstract

This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a reliability analysis and exploratory factor analysis of the CoI survey instrument using the data of 1487 students from five MOOC courses. The findings confirmed the reliability and validity of the CoI survey instrument for the assessment of the key dimensions of the CoI model: teaching presence, social presence, and cognitive presence. Although the CoI survey instrument captured the same latent constructs within the MOOC context as in the Garrison’s three-factor model (Garrison et al., 1999), analyses suggested a six-factor model with additional three factors as a better fit to the data. These additional factors were 1) course organization and design (a sub-component of teaching presence), 2) group affectivity (a sub-component of social presence), and 3) resolution phase of inquiry learning (a sub-component of cognitive presence). The emergence of these additional factors revealed that the discrepancies between the dynamics of the traditional online courses and MOOCs affect the student perceptions of the three CoI presences. Based on the results of our analysis, we provide an update to the famous CoI model which captures the distinctive characteristics of the CoI model within the MOOC setting. The results of the study and their implications are further discussed.

Keywords

Community of inquiry model, Massive open online courses, Online learning, Exploratory factor analysis

Reference

Vitomir Kovanović, Srećko Joksimović, Oleksandra Poquet, Thieme Hennis, Iva Čukić, Pieter de Vries, Marek Hatala, Shane Dawson, George Siemens, Dragan Gašević (2018) Exploring communities of inquiry in Massive Open Online Courses, Computers & Education, Volume 119, April 2018, Pages 44-58, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2017.11.010.

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Opening University Education to the World and Improve Education

Paper presented at the ICERI 2016 conference, 14th-16th November 2016, Seville, Spain.

Abstract

Online education can be used as a catalyst for gaining knowledge on learning and learning processes due to its generation of massive corpora of data on student behaviour. This knowledge can then be utilized to improve the quality of education.

Since 2013 Delft University of Technology (TU Delft) offers online courses for a global population of lifelong learners through its programme for Massive Open Online Courses (MOOCs). TU Delft’s MOOC programme was created with three specific goals:
(i) to deliver high quality open & online education (O2E) to the world;
(ii) to improve education; and
(iii) to grow research output. Since its inception, TU Delft’s MOOC programme has created and run over forty MOOCs, gaining nearly a million enrolled students in the process.

As TU Delft’s MOOC programme developed and expanded over time, an organisational structure was created in which educational processes and research activities were aligned and integrated. This organisational structure supports three research agendas:
(i) course evaluation, which focuses on post-course analysis;
(ii) research-driven innovation through short-cycled research projects; and
(iii) long-term experimental research with a specific focus on big data and learning analytics.

Through the integrated organisational structure, data is simultaneously collected for all three research agendas. This includes user feedback through survey data for course evaluation; user enrolment and activity data for the short-cycled research projects; and data from experiments for the long-term research. Analysing this data has resulted in dozens of course evaluation reports, business and marketing analyses, cross-course analyses, internal reports on student learning behaviour, and a substantial number of peer-reviewed academic papers about results of learning analytics and pedagogical innovations. This output has been useful for their individual research tracks, but combining the results has provided TU Delft with additional insights only attainable by careful synchronization of the three. TU Delft has benefited from these insights and has adapted to the findings both in online and on-campus course design. TU Delft’s MOOC programme provides a valuable environment for innovating educational design experience and developing new educational delivery strategies that can also be used to improve on-campus education.

Future plans build on the current organisational structure and include:
(i) using the results from learning analytics interventions experiments to build a learning analytics ‘suite’ for all online courses;
(ii) testing and validating TU Delft’s proprietary Online Learning Experience (OLE) pedagogical model for online course design; and
(iii) using these experiences to transform and improve on-campus education.

First steps in these matters are already under way with the acquisition of a new digital learning environment and its accompanying learning analytics suite for on-campus education. This way the MOOC programme serves TU Delft’s strategic goals of both educating the world and improving the quality of its online and on-campus education.

Keywords

higher education, innovation, learning analytics, massive open online courses (moocs), links between education and research.

Reference

J.P. van Staalduinen, D. Davis, S. Topolovec (2016) OPENING UNIVERSITY EDUCATION TO THE WORLD AND IMPROVING EDUCATION: USING MOOC-BASED RESEARCH AS A TOOL FOR INNOVATION, ICERI2016 Proceedings, pp. 7336-7343.

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Acknowledgements

We gratefully acknowledge the support of the Erasmus+ Programme of the European Union; the Erasmus+ Forward Looking Cooperation STELA Project, number 562167-EPP-1-2015-BE-EPPKA3-PI-FORWARD.

What have they done with the MOOCs?! The impact of MOOCs on Campus Education

Article published in the Conference Proceedings of The EADTU Online, Open and Flexible Higher Education Conference 19-21 October 2016 in Rome.

Abstract

In 2013 Delft University of Technology (TU Delft) started to offer Massive Open Online Courses (MOOCs) onthe EdX platform. One of the main principles in the MOOC development process was to publish alleducational resources under an open license (Creative Commons License) (Ouwehand, 2015). This alignedwith TU Delft’s Open Access Policy. Another important starting point in the MOOC development process was the aim to improve campus education by integrating MOOC content in those courses.
The impact of MOOCs concerns not only the world outside the university, but more importantly also withinthe university. Especially for a traditional brick-and-mortar research-based university, like TU Delft, this is abig gain: education has become more important. In the past three years it has become clear that developing a MOOC has led lecturers to re-think their approach towards teaching and to integrate MOOC materials in campus education, which has impact on the way they teach on campus.
MOOCs are used on campus in different ways, from a small addition to an existing course to a full integration into a completely redesigned campus course. Moreover, some teachers became conscious of the importance of educational resources under CC License and started to use material from other universities. One of the faculties created a course which uses MOOC materials to help the students to prepare for a master program.
This paper describes the way in which MOOCs have been used in campus education and the impact this has had on teaching and learning.
Keywords: Open Educational Resources, Improving, Campus Courses, MOOC, blended learning

Reference

Cabral, Pedro; Van Valkenburg, Willem; Dopper, Sofia (2016). What have they done with the MOOCs?! The impact of MOOCs on Campus  Education in Ubach, George & Konings, Lizzie (2016). Conference Proceedings The Online, Open and Flexible Higher Education Conference 2016. Published by EADTU. ISBN:978-90-79730-25-4 [Page 652-660]

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MOOCs and their Effect on the Institution

Paper was published in journal Foro de Educación.

Abstract

Four years after the introduction of MOOCs – which were proclaimed to be «the end of education as we know it» in 2012 – the role and effect of these free, online courses is becoming clearer. The online means of delivery to the heterogeneous audiences of MOOCs have enabled and compelled instructors and course teams to develop innovative and flexible learning materials. We can analyse the data on the study behaviour of learners to identify which course elements are effective. In addition, the integration of elements of MOOCs in campus education has resulted in promising outcomes and positive reactions from both students and teachers. On the level of the institution, we also see the effect of MOOCs: ranging from new possibilities in communication and branding, to new needs for faculty development and the support organisation. Furthermore, MOOCs play a role in the unbundling of education, e.g. the learning experience and the assessment tasks now can be uncoupled and may be delivered by different institutions and by different means: the learning experience may be in the form of a MOOC and the assessment may be a written exam at an institution.

Reference

Kiers, J. (2016). MOOCs and their Effect on the Institution: Experiences in Course Design, Delivery and Evaluation; Research; Faculty Development; Unbundling and Credits for MOOCs. Foro de Educación, 14(21), 133-149. doi:http://dx.doi.org/10.14516/fde.2016.014.021.007

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