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Dissertations / Theses on the topic 'Massively Open Online Courses'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Taylor, Colin S. M. (Colin J. ). Massachusetts Institute of Technology. "Stopout prediction in massive open online courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91699.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (page 121).<br>Imagine your favorite college professor standing behind a podium in the center of Michigan Stadium in Ann Arbor, lecturing 109,000 students. Though that sounds like an unlikely scenario, Massive Open Online Courses,

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Han, Fang M. Eng Massachusetts Institute of Technology. "Modeling problem solving in Massive Open Online Courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91817.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 101).<br>.Massive Open Online Courses (MOOC) have presented a completely new style of learning and teaching that also brings us a massive amount of student behavioral data. Some of this data is exclusive to the MOOC environment. It opens up many possibilities for educators to study a question they have always wanted to answer: how do students solve problems? In this thesis, we present and a

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Coleman, Cody A. "Identifying and characterizing subpopulations in massive open online courses." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100300.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages [105]-115).<br>The large and diverse student populations in Massive Open Online Courses (MOOCs) present an unprecedented opportunity to understand student behavior and learn about learning. A tremendous amount of information

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Jesse, Edel. "Student Attitudes Toward Use of Massive Open Online Courses." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1573740761560753.

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Vonder, Haar Christine M. "Understanding learner engagement and the effect of course structure in massive open online courses." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129929.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020<br>Cataloged from student-submitted PDF of thesis.<br>Includes bibliographical references (page 44).<br>In this thesis, we analyze learner performance in two edX programming courses. We look at many dierent types of learners, such as learners who have taken both intro and advanced courses, learners who opt to pay for certification, learners who take the experimental self-paced course, learners who eventually become community teaching assistants, and learners who tak

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Helbert, Justin (Justin C. ). "Methods for observational studies using data from massive open online courses." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106126.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 51).<br>Measuring the effect of a course component in online classes present an opportunity to use propensity score methods. Propensity score methods aim to balance the effect of self-selecting biases and other confounding variables that arise in observational studies like this, as each student decides what components they engage in throughout the course. This method is applied to an edX co

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May, Douglas Scott. "Meeting the Challenges of Massive Open Online Courses in Higher Education." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846325.

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<p> The purpose of this research study is to analyze the impact that Massive Open Online Courses (MOOCs) have had on institutions of higher learning and explore successful strategies implemented by educational leaders in meeting the challenges of these new learning platforms. As online learning has exploded in recent years—with MOOCs representing the latest evolution of that process—traditional educational methods at brick and mortar colleges and universities have been challenged by the scope and reach of virtual scholarship. With this rapid development of online learning, and MOOC

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Li, Kun. "Motivating Learners in Massive Open Online Courses: A Design-based ResearchApproach." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448918123.

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Kelle, Sebastian, Jens Voegler, Gerhard Weber, and Gottfried Zimmermann. "Barrierefreiheit im MOOC." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181570.

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Massive Open Online Courses (MOOCs) sind darauf ausgelegt, im tertiären Bildungsbereich den Wissenserwerb zu fördern, ohne dass die formalen Strukturen einer Ausbildungseinrichtung relevant sind. Dazu werden die Teilnehmer nicht persönlich von Dozenten betreut, sondern sind selbstgesteuert, oder werden durch kollaborative Lernmethoden aktiviert. Der Leistungszwang ist daher geringer, die Anzahl derjenigen, die Kurse abbrechen, jedoch ungleich höher. Durchschnittlich schließen maximal 10% der Teilnehmer ihren MOOC-Kurs ab.

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Gore, Hannah. "Engagement of learners undertaking Massive Open Online Courses and the impact of design." Thesis, Open University, 2018. http://oro.open.ac.uk/57943/.

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This thesis investigates the low levels of student engagement after registering to study for a massive open online course. To do this, it adopts a mixed methods approach (Gray, 2013) by analysing two large-scale surveys (120,842 and 1,800 responses respectively) and interviewing 12 learners. This was possible because access was given to 76 presentations of 19 MOOCs produced by The Open University on the FutureLearn platform. The aim of this thesis was to answer two research questions. Why do learners engage in massive open online courses (MOOCs), and what elements of the design of MOOCS encour

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Ramkissoon, Sharvaani Devi. "A pedagogically-informed model of Massive Open Online Courses (MOOCS) for Mauritian higher education." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622698.

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The purpose of this research was to determine how MOOCs (Massive Open Online Courses) can be introduced and implemented in Higher Education institutions in Mauritius. The study explored the perspectives of students, teachers and educational leaders using an exploratory case study approach, and involved the implementation of short MOOC-based courses in three areas of higher education in Mauritius. While much of the existing literature on MOOCs has used quantitative data to explore patterns of enrolment and retention, this study explicitly focused on student experience, and used Garrison, Anders

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Bartolomeo, Jamin. "The Discourse Among Community College Faculty Regarding the Integration of Massive Open Online Courses." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687817.

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<p> This study was designed to document the discourse of faculty in regards to the integration of massive open online courses (MOOCs) among the community college sector. The study examined what presuppositions faculty held about MOOCs and the significance of these notions for higher education. Additionally, the study reviewed the ways in which community college faculty made references to MOOCs in their everyday discourse.</p><p> Participants were selected from two Maryland institutions of higher education known for referencing MOOCs through their websites and publications. Participants compr

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Onah, Daniel F. O. "Investigating self-regulated learning in massive open online courses : a design science research approach." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/91704/.

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Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness. One of the major recurring issues raised in both academic literature and the popular press is the consistently high dropout rate of MOOC learners. Despite the impressive levels of enrolment MOOCs attract, many participants do not complete these courses resulting in completion rates of below 15% for most MOOCs. Although there are

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Elmore, Lauren Britt. "“Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688.

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If we were to believe all the rhetoric around massive open online courses (MOOCs) just a few years ago, we were witnessing the revolution in higher education. David Brooks of the New York Times described the arrival of MOOCs as a “tsunami” (2012). Though much of the excitement has died down, the number of MOOCs continues to grow, as does the debate about their purpose and their effect. Notably absent from this discussion is the voice of the arts in the academy. This dissertation explores the decisions of fine arts faculty as to whether or not to engage with massive open online courses (MOOCs)

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Johansson, Sara, and Inka Frolov. "An Adaptable Usability Checklist for MOOCs : A usability evaluation instrument for Massive Open Online Courses." Thesis, Umeå universitet, Institutionen för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90330.

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The purpose of this study was to develop a list of usability guidelines, i.e. a usability checklist, which can assist in evaluating the usability of Massive Open Online Courses (MOOCs) user interfaces. Interviews were conducted to help understand their context of use and to find design focus points for the evaluation of MOOCs interface. These design focus points were then inspected for usability issues with Jakob Nielsen’s usability inspection method - heuristic evaluation - using author’s own set of 10 usability heuristics. The study reveals two main findings. Firstly, the context of use of M

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Kassabian, Dikran. "Massive Open Online Courses (MOOCs) at elite, early-adopter universities| Goals, progress, and value proposition." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635748.

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<p> Massive Open Online Courses (MOOCs) have become a hot topic in higher education and have undergone rapid growth. More than 800 MOOCs have been offered to the public from more than 200 of the most well known universities in the world, with millions of learners taking them. While many elite universities have developed MOOCs, their motivations have not been entirely clear. This qualitative case study research explores what three early adopter universities, Columbia University, Duke University, and Harvard University, hope to achieve by becoming involved and investing in MOOCs, how they are as

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CARVALHO, LUIS FELIPE SAO THIAGO DE. "MEDIATION OF MASSIVE ONLINE OPEN COURSES (MOOC) AND THEIR EFFECTS ON STUDENT PARTICIPATION AND PERFORMANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36327@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Conduzimos uma pesquisa de campo a partir de um curso online aberto e massivo (MOOC), realizado no último trimestre de 2017, utilizando o ambiente virtual de aprendizagem da PUC-Rio. A partir da experiência com este curso, estudamos a dinâmica de participação dos alunos nas atividades pedagógicas e os efeitos no desempenho, baseados em exames de avaliação. Também estudamos a interação entre os participantes do curso a partir dos fóruns de discussão com o apoio de um mediador. Um grupo de controle sem a participação do mediador foi criado, p

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Fassbinder, Aracele Garcia de Oliveira. "A contribution to the process of designing for learning in Massive Open Online Courses (MOOCs)." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-23102018-113518/.

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Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main

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Kahnwald, Nina, Anja Lorenz, Daniela Pscheida, and Andrea Lißner. "Studierende als Zielgruppe von Open Online Courses: Potenziale und Herausforderungen am Beispiel des SOOC13." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126160.

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Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)

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Bremer, Claudia, and David Weiß. "Massive Open Online Courses: Kategorisierung und Analyse des Teilnehmerverhaltens am Beispiel der OPCOs 2011 und 2012." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126178.

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Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.

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Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.

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This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rap

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Yamo, Pittaya. "Learner engagement in a collectivistic culture: A study of massive open online courses (MOOCs) in Thailand." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/212451/1/Pittaya_Yamo_Thesis.pdf.

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This study examines MOOC learning environment situated within the Thai cultural context and Thai cultural dimensions (Hofstede, 1997). The study draws on connectivist theory to conduct a qualitative study to investigate the four dimensions of learner engagement: behavioural, cognitive, emotional, and social engagement in online MOOC learning. Data were collected from three selected Thai MOOCs through semi-structured interviews with three instructors and 30 students. Results indicate that while instructors excluded themselves from cultural engagement within the online learning environment, lear

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Schulze, Amanda Sue. "Massive open online courses (MOOCs) and completion rates| are self-directed adult learners the most successful at MOOCs?" Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622996.

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<p> Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that their completion rates can average fewer than 5% of those registered. Such low completion rates raise questions about the effectiveness of MOOCs and whether adults enrolling in them have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve

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Botta, Jonas [Verfasser]. "Datenschutz bei E-Learning-Plattformen : Rechtliche Herausforderungen digitaler Hochschulbildung am Beispiel der Massive Open Online Courses (MOOCs) / Jonas Botta." Baden-Baden : Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://d-nb.info/1212396286/34.

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Nkuyubwatsi, Bernard. "Opening up higher education in Rwanda : the potential contribution of extension Massive Open Online Courses (xMOOCs), Open Educational Resources (OER) units in the MIT Open Courseware and different stakeholders." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38491.

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This study focused on the potential contribution of xMOOCs, OER units and different stakeholders to opening up higher education. The main research questions were: “Which MOOCs can potentially be adapted for use in opening up Rwandan higher education?” (1) “Which OER units can potentially be adapted for use in opening up Rwandan higher education?” (2) and “What is the potential contribution of different stakeholders in Rwandan higher education to opening up this level of education?” (3). The study had a transformative mixed method design and consisted of two major components: The Research compo

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Bryant, Martha Guidry. "The Development of the Massive Open Online Course Virtual Learning Environment Scale (MVLE) and Model to Measure Satisfaction of MOOC Online Learning Courses in Higher Education| A Mixed Methods Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10617545.

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<p> Information technology is not new to academia. Numerous educators and research scholars studying the usefulness of digital technologies in the classroom seek to determine whether the underlying pedagogies effectively bridge the gap between quality of instruction, student engagement, and eventual acceptance of the technology tool in use. With the increase and sophistication in the delivery of online courses in colleges across the country, we now see the recent emergence of an online course structure called Massive Open Online Courses, MOOCs (Sandeen, 2014). MOOCs have intensified the intere

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Kovanovic, Vitomir. "Assessing cognitive presence using automated learning analytics methods." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28759.

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With the increasing pace of technological changes in the modern society, there has been a growing interest from educators, business leaders, and policymakers in teaching important higher-order skills which were identified as necessary for thriving in the present-day globalized economy. In this regard, one of the most widely discussed higher order skills is critical thinking, whose importance in shaping problem solving, decision making, and logical thinking has been recognized. Within the domain of distance and online education, the Community of Inquiry (CoI) model provides a pedagogical framew

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Joksimovic, Srecko. "An analytics-based approach to the study of learning networks in digital education settings." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25819.

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Investigating howgroups communicate, build knowledge and expertise, reach consensus or collaboratively solve complex problems, became one of the main foci of contemporary research in learning and social sciences. Emerging models of communication and empowerment of networks as a form of social organization further reshaped practice and pedagogy of online education, bringing research on learning networks into the mainstream of educational and social science research. In such conditions, massive open online courses (MOOCs) emerged as one of the promising approaches to facilitating learning in net

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SADEHVANDI, NIKAN. "An Empirical Study on the Effects of Pedagogical Intervention on Improving the Quality of Peer Assessment in Massive Open Online Courses." Kyoto University, 2019. http://hdl.handle.net/2433/243287.

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Kahnwald, Nina, and Daniela Pscheida. "Vernetztes Lernen an der Hochschule? Ergebnisse und Erfahrungen eines cMOOS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181445.

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Der Ansatz des Konnektivismus und die rasante Verbreitung von Massive Open Online Courses (MOOCs) haben eine anhaltende Debatte um die Chancen, Schwierigkeiten und Perspektiven offener Lernnetzwerke in der Hochschulbildung ausgelöst. Die Diskussion reicht dabei vom befürchteten Verlust des Einflusses der Dozierenden als Gewährleister einer kritischen und vielseitigen Auseinandersetzung mit Themen und Lerninhalten, über die lernerseitigen Voraussetzungen für eine erfolgreiche und gewinnbringende Beteiligung an konnektivistischen Kursangeboten, bis hin zur Frage, inwiefern offenes, vernetztes Le

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Moura, Valéria Feitosa de. "A utilização dos Massive Open Online Courses (MOOCs) em métodos de blended learning e o valor funcional percebido pelos alunos: estudo de caso em um curso de graduação em Administração." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20022018-175952/.

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O rápido desenvolvimento da tecnologia da informação traz oportunidades para área da educação, colocando a educação a distância e aprendizagem online como opções para o modelo tradicional, sobretudo os Massive Open Online Courses (MOOCs), os quais, no contexto do movimento de educação aberta, são apresentados como meio para aumentar o acesso e a qualidade da educação, proporcionando redução dos custos e da desigualdade educacional, sobretudo nos países em desenvolvimento. A revisão sistemática de 74 artigos evidenciou que as IES estão incorporando os MOOCs às suas práticas - em parte, produzin

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Cinquin, Pierre-Antoine. "Conception, intégration et validation de systèmes numériques d'enseignement accessibles aux personnes en situation de handicap cognitif." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0253.

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La proportion de personnes handicapées décroit fortement tout au long du parcours scolaire. Cela a comme conséquence de plus faibles niveaux de qualification, ce qui amène un obstacle supplémentaire aux possibilités d'emploi et renforce leur exclusion de la sphère sociale. De plus, ce constat est aggravé lorsque la situation de handicap implique des troubles cognitifs. L’importante évolution des formations en ligne, comme en témoigne la croissance massive des plates-formes MOOC (Massive Open Online Courses) pourrait fournir une réelle opportunité afin de répondre aux besoins de formation des p

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Deane, Nawaal. "Promoting Inclusive Higher Education in the digital age: Wrapping massive open online courses (MOOCs) for youth from marginalised communities in South Africa." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33694.

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In 2020, the Covid-19 pandemic led to the global shutdown of Higher Education Institutions (HEI) forcing the move from residential campuses to online learning. In South Africa, the shutdown further exacerbated the lack of access to Higher Education (HE) amongst youth, which adds to higher unemployment rates and perpetuates the cycle of poverty with detrimental consequences for society. However, in 2020 the forced move to online learning, and the use of freely available Massive Open Online Courses (MOOCs) provided an opportunity to rethink accessto HE for youth from marginalised areas. In some

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Howley, Iris. "Leveraging Educational Technology to Overcome Social Obstacles to Help Seeking." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/589.

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This dissertation provides initial empirical evidence for Expectancy Value Theory for Help Sources and generates design recommendations for online courses based on the newfound understanding between theory and student behavior. My high-level research goals are pursued in the context of help seeking in the presence of reputation systems in MOOC discussion forums. Educational technology can be intentionally designed and introduced in such a way as to maintain the benefits of existing technology while reducing negative impact on learning-relevant behaviors. I do this through the lens of student e

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Teusner, Ralf [Verfasser], Hasso [Akademischer Betreuer] Plattner, Falk [Akademischer Betreuer] Uebernickel, et al. "Situational interventions and peer feedback in massive open online courses : narrowing the gap between learners and instructors in online programming education / Ralf Teusner ; Gutachter: Hasso Plattner, Helmut Krcmar, Falk Uebernickel ; Hasso Plattner, Falk Uebernickel, Helmut Krcmar." Potsdam : Universität Potsdam, 2021. http://d-nb.info/1234549875/34.

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Knöös, Johanna, and Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.

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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learne

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Lißner, Andrea, Marlen Dubrau, Daniela Pscheida, and Anja Lorenz. "Massive Open Online Course made in Saxony." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-125286.

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Massive Open Online Courses, sogenannte MOOCs sind offene und über das Internet für jeden kostenfrei zugängliche Kurse, die hierdurch oft eine Vielzahl an Teilnehmenden erreichen. Alle Beteiligten lernen gemeinsam, jedoch mit verschiedensten persönlichen Zielen. Die Inhalte werden nicht ausschließlich von den Veranstalter/inne/n vorgegeben, sondern können zudem auch von den Teilnehmenden erweitert und geteilt werden. Mit dem SOOC13, dem Saxon Open Online Course, wurde einer der aktuellsten und vieldiskutierten Trends [1] im E-Learning im Sommersemester 2013 von den Technischen Universitäten in

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Silva, Patrícia Grasel da. "Aprendizagens em massive open online course (MOOC)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/168812.

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Diante de uma sociedade conectada, em que as trocas sociais ganham dimensão através da internet, nos propomos a estudar sobre aprendizagens em Massive Open On-line Course (MOOC), mais especificamente sobre os intercâmbios sociais que implicam para a aprendizagem social. Objetivo trata de identificar as interações que emergem das trocas sociais estabelecidas entre os alunos através da comunicação escrita nos fóruns, além de verificar os desdobramentos dos possíveis intercâmbios nas aprendizagens sociais e analisar as possíveis contribuições das interações para aprendizagens em contexto a distân

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39

Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217402.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit

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40

Chudzicki, Christopher A. "Learning experiments in a MOOC (Massive Open Online Course)." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99281.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Physics, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 63-65).<br>We present results from two treatment / control experiments in the 8.MReV: Mechanics ReView massive open online course (MOOC) run on edX.org during summer 2014. We compare the efficacy of physics homework problems: (1) traditional physics problems involving many skills, (2) deliberate-practice activities that train individual skills using the drag-and-drop format, and (3) analogous deliberate practice activities in m

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41

Manole, Daniela. "Recursos educacionais abertos e direitos autorais em ambientes virtuais de aprendizagem: conflitos e perspectivas." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9797.

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Made available in DSpace on 2016-04-27T14:31:25Z (GMT). No. of bitstreams: 1 Daniela Manole.pdf: 4566123 bytes, checksum: ade44921f4bd38f3b6f1aaef9f29c32c (MD5) Previous issue date: 2014-09-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The key elements of this work emerge in an environment of an enormous use of web 2.0/3.0 for authorship together with a exponential growth of massive online educational initiatives with strong technology usage, where open educational resources with creative commons licenses and copyrighted materials oppose to materials without any indica

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42

Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-231688.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit

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43

Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217606.

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Liebe Lehrende, liebe Leserin und lieber Leser, Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsi

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Moe, Rolin. "The evolution and impact of the massive open online course." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625105.

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<p>An online learning phenomenon emanated 2½ years ago from three courses taught at Stanford University, promising an opportunity for high-quality instruction from elite institutions and professors for no cost to the student. This phenomenon, which came to be known as the MOOC, catalyzed sweeping changes in both higher education’s relationship with distance education, as well as the discussion of higher education in society, in a remarkably short period of time. </p><p> While people have questioned the effectiveness of MOOC learning and the potential negative consequences of ado

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Trejos, Navarro Alonso Iván. "Evaluación de usabilidad de un Massive Open Online Course (MOOC)." Tesis, Universidad de Chile, 2014. http://repositorio.uchile.cl/handle/2250/132841.

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Ingeniero Civil en Computación<br>El objetivo del presente trabajo de título corresponde al estudio de usabilidad de un Massive Open Online Course (MOOC). Los MOOC son sistemas de aprendizaje en línea que cada vez se hacen más populares, donde un profesor puede enseñar a cursos de miles de alumnos. Al ser esto un tema particularmente reciente, no existen una gran cantidad de estudios sobre usabilidad en estas plataformas. Por esto, es interesante probar una metodología para evaluar la usabilidad de una. Además, con este trabajo de título se pretende estudiar la interacción de usuarios de edu

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46

Marques, Paula Fogaça. "Massive Open Online Course (MOOC) : uma análise de experiências pioneiras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131916.

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Esta dissertação discorre sobre os Massive Open Online Courses (MOOC), com vistas à análise das experiências pioneiras no Brasil. O desafio esteve em trabalhar sobre as potencialidades e as limitações acerca das propostas de arquiteturas pedagógicas na construção de um curso nesse formato. Foram analisados o planejamento para a execução dos cursos e o desenvolvimento desse modelo. A pesquisa de caráter qualitativo está alicerçada no estudo de multicasos na ótica de quatro experiências: três totalmente brasileiras, uma luso-brasileira. O estudo foi desenvolvido a partir da triangulação metodoló

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47

Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30111.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit

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48

Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30123.

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Liebe Lehrende, liebe Leserin und lieber Leser, Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsi

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49

Fernández, Ferrer Maite. "Els cursos en línia oberts i massius: anàlisi crítica del nou model d’educació a distància i del paper de l’avaluació dels aprenentatges = Massive Open Online Courses: a critical analysis of the new model of distance education and the role of assessment in learning." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/586007.

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Durant els darrers anys s’ha reivindicat la necessitat de tornar a analitzar l’educació a distància com a estratègia de futur per a les institucions d’educació superior. En aquest context els cursos en línia oberts i massius (Massive Open Online Courses o MOOCs) han generat un gran interès com a agents de canvi de l’educació universitària. En aquest sentit, l’estudi que es presenta a continuació cobreix un espai, en els seus inicis mancat de coneixement i recerca, que pretén respondre a les preocupacions inicials entorn aquesta nova modalitat formativa i a la seva pertinència en el món acadèmi

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50

Knox, Jeremy. "Posthumanism and the Massive Open Online Course : contaminating the subject of global education." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15895.

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The Massive Open Online Course (MOOC) has surfaced as one of the most prominent developments in digital education in recent years, attracting significant media attention and involving some of the world’s elite universities. MOOCs are fully online courses that attract high numbers of enrolees, often in the tens of thousands, and are typically publicised as offering free participation. To date, critical analysis of the MOOC has been rare in the academic literature: this thesis will address the need for more nuanced discussions by critiquing and theorising MOOCs from the position of critical post

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