TY - JOUR A1 - Seng, Cheyvuth A1 - Carlon, May Kristine Jonson A1 - Gayed, John Maurice A1 - Cross, Jeffrey S. T1 - Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills JF - EMOOCs 2021 N2 - Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia’s potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student’s research capability growth starts with one’s belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students’ self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student’s self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516929 VL - 2021 SP - 49 EP - 62 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jacqmin, Julien T1 - What Drives Enrollment in Massive Open Online Courses? BT - Evidences from a French MOOC Platform JF - EMOOCs 2021 N2 - The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516899 SN - 978-3-86956-512-5 VL - 2021 SP - 1 EP - 16 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 - TY - JOUR A1 - Ponce, Eva A1 - Srinath, Sindhu A1 - Allegue, Laura T1 - Integrating Community Teaching in MOOCs JF - EMOOCs 2021 N2 - The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator’s role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517123 SN - 978-3-86956-512-5 VL - 2021 SP - 95 EP - 109 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Blackwell, Virginia Katherine A1 - Wiltrout, Mary Ellen T1 - Learning During COVID-19 BT - Engagement and Attainment in an Introductory Biology MOOC JF - EMOOCs 2021 N2 - During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner “fatigue”. This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517251 SN - 978-3-86956-512-5 VL - 2021 SP - 219 EP - 236 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kerr, John A1 - Lorenz, Anja A1 - Schön, Sandra A1 - Ebner, Martin A1 - Wittke, Andreas T1 - Open Tools and Methods to Support the Development of MOOCs BT - A Collection of How-tos, Monster Assignment and Kits JF - EMOOCs 2021 N2 - There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517219 SN - 978-3-86956-512-5 VL - 2021 SP - 187 EP - 200 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jonson Carlon, May Kristine A1 - Gaddem, Mohamed Rami A1 - Hernández Reyes, César Augusto A1 - Nagahama, Toru A1 - Cross, Jeffrey S. T1 - Investigating Mechanical Engineering Learners’ Satisfaction with a Revised Monozukuri MOOC JF - EMOOCs 2021 N2 - Aside from providing instructional materials to the public, developing massive open online courses (MOOCs) can benefit institutions in different ways. Some examples include providing training opportunities for their students aspiring to work in the online learning space, strengthening its brand recognition through courses appealing to enthusiasts, and enabling online linkages with other universities. One such example is the monozukuri MOOC offered by the Tokyo Institute of Technology on edX, which initially presented the Japanese philosophy of making things in the context of a mechanical engineering course. In this paper, we describe the importance of involving a course development team with a diverse background. The monozukuri MOOC and its revision enabled us to showcase an otherwise distinctively Japanese topic (philosophy) as an intersection of various topics of interest to learners with an equally diverse background. The revision resulted in discussing monozukuri in a mechanical engineering lesson and how monozukuri is actively being practiced in the Japanese workplace and academic setting while juxtaposing it to the relatively Western concept of experiential learning. Aside from presenting the course with a broader perspective, the revision had been an exercise for its team members on working in a multicultural environment within a Japanese institution, thus developing their project management and communication skills. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517266 SN - 978-3-86956-512-5 VL - 2021 SP - 237 EP - 247 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Topali, Paraskevi A1 - Chounta, Irene-Angelica A1 - Ortega-Arranz, Alejandro A1 - Villagrá-Sobrino, Sara L. A1 - Martínez-Monés, Alejandra T1 - CoFeeMOOC-v.2 BT - Designing Contingent Feedback for Massive Open Online Courses JF - EMOOCs 2021 N2 - Providing adequate support to MOOC participants is often a challenging task due to massiveness of the learners’ population and the asynchronous communication among peers and MOOC practitioners. This workshop aims at discussing common learners’ problems reported in the literature and reflect on designing adequate feedback interventions with the use of learning data. Our aim is three-fold: a) to pinpoint MOOC aspects that impact the planning of feedback, b) to explore the use of learning data in designing feedback strategies, and c) to propose design guidelines for developing and delivering scaffolding interventions for personalized feedback in MOOCs. To do so, we will carry out hands-on activities that aim to involve participants in interpreting learning data and using them to design adaptive feedback. This workshop appeals to researchers, practitioners and MOOC stakeholders who aim to providing contextualized scaffolding. We envision that this workshop will provide insights for bridging the gap between pedagogical theory and practice when it comes to feedback interventions in MOOCs. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517241 SN - 978-3-86956-512-5 VL - 2021 SP - 209 EP - 217 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Gershon, Sa’ar Karp A1 - Ruipérez-Valiente, José A. A1 - Alexandron, Giora T1 - MOOC Monetization Changes and Completion Rates BT - Are Learners from Countries of Different Development Status Equally Affected? JF - EMOOCs 2021 N2 - Massive Open Online Courses (MOOCs) offer online courses at low cost for anyone with an internet access. At its early days, the MOOC movement raised the flag of democratizing education, but soon enough, this utopian idea collided with the need to find sustainable business models. Moving from open access to a new financially sustainable certification and monetization policy in December 2015 we aim at this change-point and observe the completion rates before and after this monetary change. In this study we investigate the impact of the change on learners from countries of different development status. Our findings suggest that this change has lowered the completion rates among learners from developing countries, increasing gaps that already existed between global learners from countries of low and high development status. This suggests that more inclusive monetization policies may help MOOCs benefits to spread more equally among global learners. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517189 SN - 978-3-86956-512-5 VL - 2021 SP - 169 EP - 179 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Poce, Antonella A1 - Re, Maria Rosaria A1 - Valente, Mara T1 - Evaluating OERs in Museum Education Context BT - A Collaborative Online Experience JF - EMOOCs 2021 N2 - This paper aims to present the results of a higher education experience promoted by the research centres INTELLECT (University of Modena and Reggio Emilia) and CDM (University of Roma Tre), as part of difference master’s degrees programme of the academic years 2018/2019, 2019/2020, and 2020/2021. Through different online activities, 37 students attended and evaluated a MOOC on museum education content, such promoting their professionals and transverse skills, such as critical thinking, and developing their knowledge relative to OERs, within culture and heritage education contexts. Moreover, results from the online evaluation activities support the implementation of the MOOC in a collaborative way: during the academic years, evaluation data have been used by researcher to make changes to the course modules, thus realizing a more effective online path from and educational point of view. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517178 SN - 978-3-86956-512-5 VL - 2021 SP - 159 EP - 168 PB - Universitätsverlag Potsdam CY - Potsdam ER -