@misc{SerthStaubitzvanEltenetal.2022,
  author    = {Serth, Sebastian and Staubitz, Thomas and van Elten, Martin and Meinel, Christoph},
  title     = {Measuring the effects of course modularizations in online courses for life-long learners},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Reihe der Digital Engineering Fakult{\"a}t},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Reihe der Digital Engineering Fakult{\"a}t},
  number    = {17},
  editor    = {Gamage, Dilrukshi},
  doi       = {10.25932/publishup-58918},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-589182},
  pages     = {15},
  year      = {2022},
  abstract  = {Many participants in Massive Open Online Courses are full-time employees seeking greater flexibility in their time commitment and the available learning paths. We recently addressed these requirements by splitting up our 6-week courses into three 2-week modules followed by a separate exam. Modularizing courses offers many advantages: Shorter modules are more sustainable and can be combined, reused, and incorporated into learning paths more easily. Time flexibility for learners is also improved as exams can now be offered multiple times per year, while the learning content is available independently. In this article, we answer the question of which impact this modularization has on key learning metrics, such as course completion rates, learning success, and no-show rates. Furthermore, we investigate the influence of longer breaks between modules on these metrics. According to our analysis, course modules facilitate more selective learning behaviors that encourage learners to focus on topics they are the most interested in. At the same time, participation in overarching exams across all modules seems to be less appealing compared to an integrated exam of a 6-week course. While breaks between the modules increase the distinctive appearance of individual modules, a break before the final exam further reduces initial interest in the exams. We further reveal that participation in self-paced courses as a preparation for the final exam is unlikely to attract new learners to the course offerings, even though learners' performance is comparable to instructor-paced courses. The results of our long-term study on course modularization provide a solid foundation for future research and enable educators to make informed decisions about the design of their courses.},
  language  = {en}
}
@article{StaubitzSerthThomasetal.2023,
  author    = {Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Ebner, Martin and Koschutnig-Ebner, Markus and Rampelt, Florian and von Stetten, Alexander and Wittke, Andreas},
  title     = {A metastandard for the international exchange of MOOCs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624154},
  pages     = {147 -- 161},
  year      = {2023},
  abstract  = {The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported.},
  language  = {en}
}
@book{WeissMehdeKriegeretal.2011,
  author    = {Weiß, Norman and Mehde, Veith and Krieger, Heike and Franzen, Martin and Mock, Sebastian and Altenhain, Karsten},
  title     = {Rechtsentwicklungen im vereinten Deutschland},
  series = {Potsdamer Studien zu Staat, Recht und Politik},
  journal   = {Potsdamer Studien zu Staat, Recht und Politik},
  editor    = {Weiß, Norman},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-018-2},
  issn      = {1867-2663},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-36180},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {145},
  year      = {2011},
  abstract  = {Der Band enth{\"a}lt die Vortr{\"a}ge einer Konferenz vom November 2009 in Potsdam. Die Texte untersuchen anhand ausgew{\"a}hlter Beispiele die Entwicklungen der zur{\"u}ckliegenden zwanzig Jahre im Zivilrecht, Strafrecht und {\"o}ffentlichen Recht. Die Bundesrepublik Deutschland sieht sich seit der Wiedervereinigung und dem Ende des Kalten Krieges in einer ganz neuen Situation. Dies gilt f{\"u}r den v{\"o}lkerrechtlichen Rahmen ihrer Außenpolitik, f{\"u}r den Wettbewerb der Rechtsordnungen, f{\"u}r die mit erh{\"o}hter Dynamik fortschreitende europ{\"a}ische Einigung und ihre Konsequenzen. Die bei der Grundrechtsinterpretation im Mehrebenensystem auftauchenden Divergenzen und die Auswirkungen technischer Neuerungen auf das Sozialverhalten pr{\"a}gen Rechtswirklichkeit und Rechtsdogmatik.},
  language  = {de}
}