TY  - JOUR
A1  - Xue, Wei
A1  - Bruillard, Éric
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - MOOC in private Chinese universities
BT  - behavior and attitude of students learning foreign languages
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - This paper investigates private university students’ language learning activities in MOOC platforms and their attitude toward it. The study explores the development of MOOC use in Chinese private universities, with a focus on two modes: online et blended. We conducted empirical studies with students learning French and Japanese as a second foreign language, using questionnaires (N = 387) and interviews (N = 20) at a private university in Wuhan. Our results revealed that the majority of students used the MOOC platform more than twice a week and focused on the MOOC video, materials and assignments. However, we also found that students showed less interest in online communication (forums). Those who worked in the blended learning mode, especially Japanese learning students, had a more positive attitude toward MOOCs than other students.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621811
SP  - 37
EP  - 45
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - van Esveld, Selma
A1  - de Vries, Nardo
A1  - Becchetti, Sibilla
A1  - Dopper, Sofia
A1  - van Valkenburg, Willem
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Cross, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Impact of Mooc and Other Online Course Development on Campus Education
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering & Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620785
SP  - 1
EP  - 8
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Alario Hoyos, Carlos
A1  - Delgado Kloos, Carlos
A1  - Kiendl, Doris
A1  - Terzieva, Liliya
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Innovat MOOC
BT  - teacher training on educational innovation in higher education
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624560
SP  - 229
EP  - 237
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Xiaoxiao, Wang
A1  - Shuangshuang, Guo
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Promoting global higher education cooperation
BT  - taking global MOOC and online education alliance as an example
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - The massive growth of MOOCs in 2011 laid the groundwork for the achievement of SDG 4. With the various benefits of MOOCs, there is also anticipation that online education should focus on more interactivity and global collaboration. In this context, the Global MOOC and Online Education Alliance (GMA) established a diverse group of 17 world-leading universities and three online education platforms from across 14 countries on all six continents in 2020. Through nearly three years of exploration, GMA has gained experience and achieved progress in fostering global cooperation in higher education. First, in joint teaching, GMA has promoted in-depth cooperation between members inside and outside the alliance. Examples include promoting the exchange of high-quality MOOCs, encouraging the creation of Global Hybrid Classroom, and launching Global Hybrid Classroom Certificate Programs. Second, in capacity building and knowledge sharing, GMA has launched Online Education Dialogues and the Global MOOC and Online Education Conference, inviting global experts to share best practices and attracting more than 10 million viewers around the world. Moreover, GMA is collaborating with international organizations to support teachers’ professional growth, create an online learning community, and serve as a resource for further development. Third, in public advocacy, GMA has launched the SDG Hackathon and Global Massive Open Online Challenge (GMOOC) and attracted global learners to acquire knowledge and incubate their innovative ideas within a cross-cultural community to solve real-world problems that all humans face and jointly create a better future. Based on past experiences and challenges, GMA will explore more diverse cooperation models with more partners utilizing advanced technology, provide more support for digital transformation in higher education, and further promote global cooperation towards building a human community with a shared future.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623865
SP  - 85
EP  - 93
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Khaneboubi, Mehdi
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Visualizing students flows to monitor persistence
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the “Web Designers” and “Instructional Design” courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623906
SP  - 121
EP  - 131
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Doğu Özdemir, Paker
A1  - Can Bayer, Burak
A1  - Mercan, Duygu
A1  - Buyurucu, Gamze
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - MOOC-based Personalized Learning Experience (Ple)
BT  - an innovative approach to elective courses
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622098
SP  - 59
EP  - 66
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Ebner, Martin
A1  - Edelsbrunner, Sarah
A1  - Hohla-Sejkora, Katharina
A1  - Lipp, Silvia
A1  - Schön, Sandra
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Role of MOOCs and Imoox for Austrian Universities
BT  - analysis of performance agreements and activities at imoox
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022–2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 %) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622134
SP  - 77
EP  - 84
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Egloffstein, Marc
A1  - Hünemohr, Holger
A1  - Ifenthaler, Dirk
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Modularization of open online courses on the eGov-Campus
BT  - prospects and challenges
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - Modularization describes the transformation of MOOCs from a comprehensive academic course format into smaller, more manageable learning offerings. It can be seen as one of the prerequisites for the successful implementation of MOOC-based micro-credentials in professional education and training. This short paper reports on the development and application of a modularization framework for Open Online Courses. Using the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, the structural specifications for modularized MOOC offerings and a methodology for course transformation as well as associated challenges in technology, organization and educational design are outlined. Following on from this, future prospects are discussed under the headings of individualization, certification and integration.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623888
SP  - 105
EP  - 112
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Neuböck, Kristina
A1  - Linschinger, Nadine
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Central elements of knowledge and competence development with MOOCs
BT  - using the example of the OER-MOOC
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - To implement OERs at HEIs sustainably, not just technical infrastructure is required, but also well-trained staff. The University of Graz is in charge of an OER training program for university staff as part of the collaborative project Open Education Austria Advanced (OEAA) with the aim of ensuring long-term competence growth in the use and creation of OERs. The program consists of a MOOC and a guided blended learning format that was evaluated to find out which accompanying teaching and learning concepts can best facilitate targeted competence development. The evaluation of the program shows that learning videos, self-study assignments and synchronous sessions are most useful for the learning process. The results indicate that the creation of OERs is a complex process that can be undergone more effectively in the guided program.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624668
SP  - 255
EP  - 262
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Khlaisang, Jintavee
A1  - Duangchinda, Vorasuang
A1  - Thammetar, Thapanee
A1  - Theeraroungchaisri, Anuchai
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - Instructional design for work-based skill MOOCs
BT  - challenges for workforce development in Thailand
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - As Thailand moves towards becoming an innovation-driven economy, the need for human capital development has become crucial. Work-based skill MOOCs, offered on Thai MOOC, a national digital learning platform launched by Thailand Cyber University Project, ministry of Higher Education, Science, Research and Innovation, provide an effective way to overcome this challenge. This paper discusses the challenges faced in designing an instruction for work-based skill MOOCs that can serve as a foundation model for many more to come. The instructional design of work-based skill courses in Thai MOOC involves four simple steps, including course selection, learning from accredited providers, course requirements completion, and certification of acquired skills. The development of such courses is ongoing at the higher education level, vocational level, and pre-university level, which serve as a foundation model for many more work-based skill MOOC that will be offered on Thai MOOC soon. The instructional design of work-based skills courses should focus on the development of currently demanded professional competencies and skills, increasing the efficiency of work in the organization, creativity, and happiness in life that meets the human resources needs of industries in the 4.0 economy era in Thailand. This paper aims to present the challenges of designing instruction for work-based skill MOOCs and suggests effective ways to design instruction to enhance workforce development in Thailand.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624318
SP  - 221
EP  - 227
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -