TY  - CHAP
A1  - Jacqmin, Julien
A1  - Özdemir, Paker Doğu
A1  - Fell Kurban, Caroline
A1  - Tunç Pekkan, Zelha
A1  - Koskinen, Johanna
A1  - Suonpää, Maija
A1  - Seng, Cheyvuth
A1  - Carlon, May Kristine Jonson
A1  - Gayed, John Maurice
A1  - Cross, Jeffrey S.
A1  - Langseth, Inger
A1  - Jacobsen, Dan Yngve
A1  - Haugsbakken, Halvdan
A1  - Bethge, Joseph
A1  - Serth, Sebastian
A1  - Staubitz, Thomas
A1  - Wuttke, Tobias
A1  - Nordemann, Oliver
A1  - Das, Partha-Pratim
A1  - Meinel, Christoph
A1  - Ponce, Eva
A1  - Srinath, Sindhu
A1  - Allegue, Laura
A1  - Perach, Shai
A1  - Alexandron, Giora
A1  - Corti, Paola
A1  - Baudo, Valeria
A1  - Turró, Carlos
A1  - Moura Santos, Ana
A1  - Nilsson, Charlotta
A1  - Maldonado-Mahauad, Jorge
A1  - Valdiviezo, Javier
A1  - Carvallo, Juan Pablo
A1  - Samaniego-Erazo, Nicolay
A1  - Poce, Antonella
A1  - Re, Maria Rosaria
A1  - Valente, Mara
A1  - Karp Gershon, Sa’ar
A1  - Ruipérez-Valiente, José A.
A1  - Despujol, Ignacio
A1  - Busquets, Jaime
A1  - Kerr, John
A1  - Lorenz, Anja
A1  - Schön, Sandra
A1  - Ebner, Martin
A1  - Wittke, Andreas
A1  - Beirne, Elaine
A1  - Nic Giolla Mhichíl, Mairéad
A1  - Brown, Mark
A1  - Mac Lochlainn, Conchúr
A1  - Topali, Paraskevi
A1  - Chounta, Irene-Angelica
A1  - Ortega-Arranz, Alejandro
A1  - Villagrá-Sobrino, Sara L.
A1  - Martínez-Monés, Alejandra
A1  - Blackwell, Virginia Katherine
A1  - Wiltrout, Mary Ellen
A1  - Rami Gaddem, Mohamed
A1  - Hernández Reyes, César Augusto
A1  - Nagahama, Toru
A1  - Buchem, Ilona
A1  - Okatan, Ebru
A1  - Khalil, Mohammad
A1  - Casiraghi, Daniela
A1  - Sancassani, Susanna
A1  - Brambilla, Federica
A1  - Mihaescu, Vlad
A1  - Andone, Diana
A1  - Vasiu, Radu
A1  - Şahin, Muhittin
A1  - Egloffstein, Marc
A1  - Bothe, Max
A1  - Rohloff, Tobias
A1  - Schenk, Nathanael
A1  - Schwerer, Florian
A1  - Ifenthaler, Dirk
A1  - Hense, Julia
A1  - Bernd, Mike
ED  - Meinel, Christoph
ED  - Staubitz, Thomas
ED  - Schweiger, Stefanie
ED  - Friedl, Christian
ED  - Kiers, Janine
ED  - Ebner, Martin
ED  - Lorenz, Anja
ED  - Ubachs, George
ED  - Mongenet, Catherine
ED  - Ruipérez-Valiente, José A.
ED  - Cortes Mendez, Manoel
T1  - EMOOCs 2021
N2  - From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference.
Due to the COVID-19 situation, the conference was held fully online.
The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year’s EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.
KW  - e-learning
KW  - microcredential
KW  - MOOC
KW  - digital education
KW  - experience
KW  - online course design
KW  - online course creation
KW  - higher education
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-510300
SN  - 978-3-86956-512-5
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Koskinen, Johanna
A1  - Kairikko, Anette
A1  - Suonpää, Maija
T1  - Hybrid MOOCs Enabling Global Collaboration Between Learners
JF  - EMOOCs 2021
N2  - The COVID-19 pandemic has accelerated the pace of digital transformation, which has forced people to quickly adapt to working and collaborating online. Learning in digital environments has without a doubt gained increased significance during this rather unique time and, therefore, Massive Open Online Courses (MOOCs) have more potential to attract a wider target audience. This has also brought about more possibilities for global collaboration among learners as learning is not limited to physical spaces. Despite the wide interest in MOOCs, there is a need for further research on the global collaboration potential they offer. The aim of this paper is to adopt an action research approach to study how a hybrid MOOC design enables learners’ global collaboration. During the years 2019–2020 together with an international consortium called Corship (Corporate Edupreneurship) we jointly designed, created and implemented a hybrid model MOOC, called the “Co-innovation Journey for Startups and Corporates”. It was targeted towards startup entrepreneurs, corporate representatives and higher education students and it was funded by the EU. The MOOC started with 2,438 enrolled learners and the completion rate for the first four weeks was 29.7%. Out of these 208 learners enrolled for the last two weeks, which in turn had a completion rate of 58%. These figures were clearly above the general average for MOOCs. According to our findings, we argue that a hybrid MOOC design may foster global collaboration within a learning community even beyond the course boundaries. The course included four weeks of independent learning, an xMOOC part, and two weeks of collaborative learning, a cMOOC part. The xMOOC part supported learners in creating a shared knowledge base, which enhanced the collaborative learning when entering the cMOOC part of the course.
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516917
SN  - 978-3-86956-512-5
SP  - 35
EP  - 48
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -