Relevant bibliographies by topics / MOOC systems

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'MOOC systems'

Author: Grafiati
Published: 5 June 2025
Last updated: 15 July 2025

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Journal articles on the topic "MOOC systems"

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Huang, Fangfeifei. "The Impact of MOOCs on Traditional Higher Education Systems." Advances in Education, Humanities and Social Science Research 12, no. 1 (2024): 589. https://doi.org/10.56028/aehssr.12.1.589.2024.

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Since the turn of the twenty-first century, the concept of multiple open and free online teaching courses has steadily increased in popularity. Still the theoretical foundations of these courses predate the digital revolution and may be traced back to the 1960s. The rise of major MOOC carriers like Coursera, Udacity, and edX, along with the participation of prestigious U.S. universities, has offered many free and high-quality online courses since 2007. This led Time magazine to call 2012 the "Year of the MOOC." Researchers globally are analyzing how to promote MOOC development and its future impact on higher education. Students born after 1995 in China, who are increasingly interested in MOOCs, are challenging traditional higher education models. The widespread adoption of MOOCs indicates that China's traditional higher education system may undergo significant changes. MOOCs are defined as online courses designed for unlimited participation and open access via the Internet, including traditional materials and interactive forums. However, uncertainties about MOOCs' future growth and openness have been noted. MOOCs impact traditional higher education concepts by challenging existing philosophies and integrating new teaching methods like flipped classrooms and blended learning. Despite these advancements, traditional education in China faces challenges with outdated MOOC designs and low course completion rates. The study suggests that MOOCs can drive substantial reforms in Chinese higher education, such as updating traditional concepts and enhancing teaching methods. Future research should focus on quantitative evaluations of MOOCs' impacts and incorporate international experiences to advance higher education reforms in China.
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Khalid, Asra, Karsten Lundqvist, and Anne Yates. "Recommender Systems for MOOCs: A Systematic Literature Survey (January 1, 2012 – July 12, 2019)." International Review of Research in Open and Distributed Learning 21, no. 4 (2020): 255–91. http://dx.doi.org/10.19173/irrodl.v21i4.4643.

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In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher recommender, student performance recommender, and others. To date, the research has mostly focused on the implementation of recommender systems, particularly course recommender systems. Areas for future research and implementation include design of practical and scalable online recommender systems, design of a recommender system for MOOC provider and teacher, and usefulness of recommender systems.
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Kim, Woomee L., Jered Borup, Joan Kang Shin, and Anna S. Evmenova. "Enhancing Global Teacher Professional Development Through MOOC Camps: Case Studies From Brazil, Vietnam, and Peru." Journal of Technology and Teacher Education 31, no. 2 (2023): 137–65. https://doi.org/10.70725/781801sriviz.

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Massive Open Online Courses (MOOCs) can provide important professional learning opportunities for teachers throughout the world. Despite high enrollment rates, learner engagement in MOOCs has been generally low, as reflected in their low completion rates. This is in part due to a combination of high flexibility and limited support and accountability that MOOCs commonly offer. New support systems such blended MOOCs (bMOOCs) allow participants to attend in-person sessions, commonly called MOOC camps, that have the potential to increase learner engagement. MOOC camps can also help teachers to situate their learning with the local culture even though the global MOOC itself was created for participants in a diversity of cultures. This qualitative case study examined how teachers of English who were enrolled in a professional learning global MOOC participated in MOOC camps and how that participation supported their affective, behavior, and cognitive engagement. Guided by the Academic Communities of Engagement (ACE) framework, we conducted and analyzed interviews with six facilitators and 13 participants of MOOC camps in Brazil, Vietnam, and Peru who were enrolled in a professional development MOOC for teachers of English as a foreign language (TEYL). Facilitators shared how and why the MOOC camps were organized and facilitated and participants described how supports from their MOOC camp facilitator and peers helped to increase their affective, behavioral, and cognitive engagement. Implications for practice and research are presented for global MOOCs delivered to culturally and linguistically diverse learners.
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Fianu, Eli, Craig Blewett, and George Oppong Ampong. "Toward the development of a model of student usage of MOOCs." Education + Training 62, no. 5 (2020): 521–41. http://dx.doi.org/10.1108/et-11-2019-0262.

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PurposeThe study seeks to investigate the factors that influence MOOC usage by students in tertiary institutes in Ghana.Design/methodology/approachAs this study sought both to test existing UTAUT variables and potentially identify additional variables impacting MOOC usage, a mixed method approach was used. The quantitative study was used to test the significance of UTAUT variables on MOOC usage while the qualitative study was conducted to validate the quantitative results and potentially determine additional factors impacting MOOC usage.FindingsThe results of the quantitative data analysis showed that computer self-efficacy, performance expectancy and system quality had a significant influence on MOOC usage intention. Facilitating conditions, instructional quality and MOOC usage intention were found to have a significant influence on actual MOOC usage. The results of the qualitative data analysis showed that information-seeking behaviour and functional Internet access were dominant non-UTAUT factors that influence actual MOOC usage, while teacher motivation was a dominant non-UTAUT factor that influenced MOOC usage intention.Research limitations/implicationsThe study employed a non-probability sampling technique which imposes limitations on the generalizability of the findings. Additionally, the study was conducted in two out of the ten geographical and administration regions of Ghana; this also imposes limitations on the generalizability of the findings.Practical implicationsIt is important that lecturers and university management find ways of motivating students to participate in MOOCs. Lecturers can influence students to use MOOCs if they regularly and persistently spur the students on to use MOOCs. Lecturers can also adopt other innovative strategies such as posting MOOC information on student noticeboards, the formation of MOOC clubs and the commissioning of MOOC champions on campuses.Social implicationsThe significance of functional Internet access in MOOC usage implies that good Internet connectivity is critical for online learning in developing countries. Regulators of Internet service providers must enforce strict adherence to quality of service standards regarding the provision of Internet service. The Internet service pricing regime must favour the use of the Internet for learning purposes.Originality/valueThe study adopted a mixed method approach to explore MOOC usage in a West African university context. The non-significance of two key UTAUT variables (effort expectancy and social influence) points to a key difference between the application of adoption and usage models to information systems compared to e-learning systems. Additionally, three other variables, namely information-seeking behaviour, functional Internet access and teacher motivation, were found to impact MOOC usage. The study presents a model of MOOC usage (MMU).
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Dass, Sheran, Kevin Gary, and James Cunningham. "Predicting Student Dropout in Self-Paced MOOC Course Using Random Forest Model." Information 12, no. 11 (2021): 476. http://dx.doi.org/10.3390/info12110476.

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A significant problem in Massive Open Online Courses (MOOCs) is the high rate of student dropout in these courses. An effective student dropout prediction model of MOOC courses can identify the factors responsible and provide insight on how to initiate interventions to increase student success in a MOOC. Different features and various approaches are available for the prediction of student dropout in MOOC courses. In this paper, the data derived from a self-paced math course, College Algebra and Problem Solving, offered on the MOOC platform Open edX partnering with Arizona State University (ASU) from 2016 to 2020 is considered. This paper presents a model to predict the dropout of students from a MOOC course given a set of features engineered from student daily learning progress. The Random Forest Model technique in Machine Learning (ML) is used in the prediction and is evaluated using validation metrics including accuracy, precision, recall, F1-score, Area Under the Curve (AUC), and Receiver Operating Characteristic (ROC) curve. The model developed can predict the dropout or continuation of students on any given day in the MOOC course with an accuracy of 87.5%, AUC of 94.5%, precision of 88%, recall of 87.5%, and F1-score of 87.5%, respectively. The contributing features and interactions were explained using Shapely values for the prediction of the model.
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Assami, Sara, Najima Daoudi, and Rachida Ajhoun. "Implementation of a Machine Learning-Based MOOC Recommender System Using Learner Motivation Prediction." International Journal of Engineering Pedagogy (iJEP) 12, no. 5 (2022): 68–85. http://dx.doi.org/10.3991/ijep.v12i5.30523.

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The phenomenon of high dropout rates has been the concern of MOOC providers and educators since the emergence of this disruptive technology in online learning. This led to the focus on learner motivation studies from different aspects: demotivation signs detection, learning path personalization, course recommendation, etc. Our paper aims to predict learner motivation for MOOCs to select the right MOOC for the right learner. So, we predict the motivation in an educational data mining approach by extracting and preprocessing learners' navigation traces on a MOOC platform and building a machine learning model that predicts accurately a given learner motivation for a MOOC. The comparison of the performance of four supervised learning algorithms resulted in the selection of the random forest classifier as a modeling technique for motivation prediction. Afterward, the Machine Learning-based recommendation function was tested for learners of the MOOC platform dataset to recommend the Top-10 MOOCs suitable for the target learner. Finally, further research on learner characteristics considered in recommender systems could enlarge the recommendation scope of MOOCs and maintain learner motivation.
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Chen, Chia-Chen, Chun-Hsiung Lee, and Kuo-Lun Hsiao. "Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan." Library Hi Tech 36, no. 4 (2018): 705–19. http://dx.doi.org/10.1108/lht-11-2016-0129.

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Purpose Massive open online courses (MOOCs) differ from non-MOOC e-learning platforms mainly in terms of degree of openness, with MOOCs designed to maximize learner access and interaction. The purpose of this paper is to propose a new research model to explore intention to continue to use MOOCs from the perspectives of openness and interactivity, based on related theories and dimensions from previous research. Design/methodology/approach In order to evaluate the effectiveness of the MOOC platform, two online survey questionnaires were developed and e-mailed to the all of the university students in Taichung, Taiwan. The first one and second one are the same except the construct openness. The first one was delivered in late 2015 while the second one was delivered in the middle 2016. After the authors eliminated incomplete responses and duplicates, 995 and 854 usable responses from platform users remained, respectively, and were used to test the relationships in the model. Findings The model can account for more than 75 percent of the variance in continuance intention. The research results affirm prior findings that satisfaction has a strong direct influence on intention. Among the three interaction factors, human-message interaction on the platform has the strongest effect on satisfaction. This study found that the effects of interactions and motivation on MOOC and non-MOOC platforms were consistent and similar. Moreover, perceived openness was found to influence usage intention but its effects were relative low. Originality/value The model demonstrated good explanatory power for continued intention in the context of MOOCs. This study provides a better understanding of the relationships among interactions, motivations, perceived openness, and continuance intention.
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R. Drake, John, Margaret T. O'Hara, and Elaine Seeman. "Five Principles for MOOC Design: With a Case Study." Journal of Information Technology Education: Innovations in Practice 14 (2015): 125–43. http://dx.doi.org/10.28945/2250.

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New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.
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Sawant, Sarika. "Non library oriented MOOCs useful for LIS professionals and students." Library Hi Tech News 34, no. 9 (2017): 19–20. http://dx.doi.org/10.1108/lhtn-05-2017-0032.

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Purpose The purpose of this paper is to compile a list of non-library and information science (LIS) massive open online courses (MOOCs) useful for LIS professionals and students. Design/methodology/approach Major MOOC platforms were scanned to check which are useful MOOCs that LIS professionals can take up. Findings Around 12 different courses were identified by the researcher in various fields such as management, technology, marketing and research. Research limitations/implications Only three MOOC platforms were consulted. Originality/value The paper gives an overview of MOOCs other than the LIS field and how they can enrich the LIS professionals' knowledge and skills.
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Cervinska, Elina, Andra Blumberga, Antra Kalnbaļķite, and Jelena Pubule. "Development of Massive Online Open Course ‘Energy Transition and Climate Change’." Environmental and Climate Technologies 26, no. 1 (2022): 1106–17. http://dx.doi.org/10.2478/rtuect-2022-0083.

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Abstract This study focuses on designing a massive open online course (MOOC) to enhance students learning about the energy transition process and its connection to climate change in theory and complex dynamic systems. The course ‘Energy transition and climate change’ covers one of the United Nations’ ‘Sustainable development goals’ and is one of twelve MOOCs that will enable a comprehensive education in system thinking and its applications. It shows how system thinking methods and tools can be applied to tackle current and future energy and climate problems. The goal of the MOOC is to introduce users to the internal dynamics of modern energy systems and energy transition toward CO2-neutral energy systems. The target audience of the course is students who study Environmental Engineering, Energy, Systems, or similar program and anyone else interested in insights into the topic. The course builds on previous energy supply and demand models by updating and adapting them to the existing situation. MOOC is designed by the Competency-Based Education (CBE) approach, and a literature review is used in the study to cover theoretical parts of the course. Technology Readiness Level (TRL) methodology describes the main steps of the course model development progress, and testing of MOOCs pilot version on five students is included in the final stage of the study.
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Dissertations / Theses on the topic "MOOC systems"

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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 learners has mostly beencarried out using a quantitative approach. While quantitative methodologies are effective inhandling the large amount of data produced by MOOCs, qualitative methods can give deeperinsights into online learners’ motivations. Therefore, this thesis employs an explanatorysequential mixed methods research, in which sentiment analysis and topic modeling of learnerreviews from the platform Coursera are further explained by qualitative interviews with MOOClearners. In the study 28,000 reviews scraped from five courses within the fields of data sciencewere analyzed and ten interviews were held with learners who either completed, dropped outfrom or both completed and dropped out from a MOOC. In the quantitative analysis nine coursefactors were found that learners wrote about: content, delivery, assessment, learning experience,tools, video material, teaching style, instructor skills and course provider. In addition, eighteenthemes were yielded from the interviews: self-discipline, just for fun, certificates, personaldevelopment, knowledge, career, time, equipment, practical exercise, interaction, instructor,reality, structure, external material, cost, community, degree of difficulty and other. In thediscussion the empirical findings are reflected upon using the theoretical framework of theresearch and the literature review. The result does not reveal any differences in motivationsbetween learners who completed a course and those who dropped out, however, it does identifyfactors that caused learners’ to drop out and the topics that most negative learner reviews wereabout. This research contributes to the body of knowledge in the field of research on MOOClearner retention and motivations. The topic is relevant for research in education informaticsand for continued improvements in delivery of MOOCs.
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Gulin, Povel, and Erik Nguyen. "Designförslag till digitala lärplattformar i syfte att att bidra till en känsla av autonomi." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43881.

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Det är allt vanligare att personer använder sig av digitala lärplattformar för att lära sig nyafärdigheter. Lärplattformar gör det möjligt för personer att lära sig i sin egen takt och utan attbehöva infinna sig på en specifik plats vid specifika tillfällen, så länge denne har tillgång till endator och internetuppkoppling. Dessa digitala lärplattformar av typen Massive Open OnlineCourse eller MOOC har dock designats med ett linjärt upplägg i sin kursstruktur som inte tillåteranvändare att divergera från det utstakade spåret. Då det även rör sig om ett obegränsat antalanvändare som läser kurser i sin egen takt samtidigt så finns det heller inte möjlighet förinstruktörer att bidra med återkoppling eller hjälp när användare fastnar under kursens gång. Dettakan negativt påverka användarens motivation och leda till att kursen tar längre tid att läsa eller attanvändaren ger upp. Ett sätt att undvika detta är att lärplattformen och kurserna designas för attbidra till en känsla av inre motivation där man bryter den linjära strukturen genom att göraplattformen mer flexibel. Inre motivation handlar om att vara motiverad utifrån eget intresse, ochkan brytas ner till kategorierna autonomi, kompetens och gemenskap. Den här studien utfördesgenom en designorienterad forskningsansats där olika framtagna designelement sattes ihop i enprototyp för att se om de kunde bidra till en känsla av autonomi. Denna studie resulterade i olikadesignförslag för hur digitala lärplattformar kan designas för att bidra till en känsla av autonomi.<br>It’s becoming all the more common that people use digital learning platforms to learn new skills.Learning platforms makes it possible for people to learn at their own pace and without having tobe at a specific place at a specific time, as long as they have access to a computer and an internetconnection. These digital platforms called Massive Open Online Course or MOOC have beendesigned with a linear course structure that does not allow users to diverge from the establishedpath. Because there is an unlimited number of users taking courses at their own pace at the sametime it is impossible for instructors to provide feedback or help when users get stuck during thecourses. This can negatively affect the users motivation and result in increased time spent in thecourse or that the user gives up. One way to avoid this is to design the platform and the courses topromote intrinsic motivation by breaking the linear structure and make it more flexible. Intrinsicmotivation means that the person is motivated based on their interest, and can be broken down intothree categories: autonomy, competence and relatedness. This study was conducted using a designresearch approach where different design elements were assembled into a prototype to see if theycould contribute to a sense of autonomy. This study resulted in different proposed designguidelines for how digital learning platforms can be designed to promote autonomy.
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Frank, Oscar. "Gamification inom MOOCs : Framsteg och utmaningar." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435159.

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Den här uppsatsen utforskar tidigare litteratur på gamification inom Massive Online OpenCourses (MOOCs) för att undersöka hur gamification uppfattas som ett verktyg i MOOCs.Analysverktyget som används är en kvantitativ innehållsanalys som avgränsar genomsökningentill 17 publikationer om gamification i MOOC. I korthet visar resultatet att gamification harpotential att främja undervisning i MOOCs. Majoriteten av litteraturen är positiv tillgenomförandet av gamification. Denna uppsats föreslår, baserat på resultatet, att socialinteraktion är ett mycket viktigt element för eleverna att hålla sig motiverade och elementet harblivit mer framstående i forskningen i takt med att MOOCs har vuxit och utvecklats.<br>This thesis explores previous literature on gamification in Massive Online Open Courses(MOOCs) to investigate how gamification is perceived as a tool in MOOCs. The analytical toolis a quantitative content analysis that narrow down to 17 publications on gamification inMOOCs. In brief, the findings show that gamification has potential to improve education inMOOCs . The majority of the literature is positive towards the implementation of gamification.This thesis suggests based on the findings that social interaction as a gamification element isvery important for learners to stay motivated and has become more noticeable the previousyears as MOOCs have grown and developed.
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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 MOOCs differs from a regular university course in the manner of how users perceive and approach them. And secondly, the usability checklist has to be adaptable and up-to-date in order to support the constant change of context of use of MOOCs. The combination of both findings is what makes this study not just another checklist, but a valid contribution to the understanding of MOOCs and the research field in HCI.
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Gill, Arshdeep Singh. "Thermal Evolution of Moon." DigitalCommons@CalPoly, 2017. https://digitalcommons.calpoly.edu/theses/1726.

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In August, 2014 three experiments were conducted using infrared systems deployed at White Mountain Research center, CA. The data was acquired for the whole month of August. Teams of 3-4 students from Cal Poly San Luis Obispo and UC Santa Barbara were stationed at the research center for 2-3 days to operate the equipment. The three experiments were:(1) creating spatial-temporal time series of lunar surface temperatures;(2) identifying atmospheric meteor trails;(3) search for meteor impacts on the Moon surface. Out of the three this thesis focusses on experiment 1 and the results from this experiment could also help with the other experiments. We propose to use a thermal infrared camera mounted on a telescope to acquire time-series observations of lunar surface temperatures to get a novel insight into the thermal evolution of the Moon over a complete lunar cycle. Half a lunar cycle would account from morning to night and lasts for approximately 14.75 days. Seeing how the pixel value changes from morning to night the pixel and temperature trends can be observed throughout the day. Apart from that one can get the two temperature peaks that could maybe help to get an estimate for the Thermal inertia of the surface in the presence of Moon regolith. The temperature trends and the thermal inertia could potentially provide some insight for methods that seek to determine the properties of asteroids from ground based observations.
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Oliver, John M. "Multi-objective optimisation methods applied to complex engineering systems." Thesis, Cranfield University, 2014. http://dspace.lib.cranfield.ac.uk/handle/1826/11707.

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This research proposes, implements and analyses a novel framework for multiobjective optimisation through evolutionary computing aimed at, but not restricted to, real-world problems in the engineering design domain. Evolutionary algorithms have been used to tackle a variety of non-linear multiobjective optimisation problems successfully, but their success is governed by key parameters which have been shown to be sensitive to the nature of the particular problem, incorporating concerns such as the number of objectives and variables, and the size and topology of the search space, making it hard to determine the best settings in advance. This work describes a real-encoded multi-objective optimising evolutionary algorithm framework, incorporating a genetic algorithm, that uses self-adaptive mutation and crossover in an attempt to avoid such problems, and which has been benchmarked against both standard optimisation test problems in the literature and a real-world airfoil optimisation case. For this last case, the minimisation of drag and maximisation of lift coefficients of a well documented standard airfoil, the framework is integrated with a freeform deformation tool to manage the changes to the section geometry, and XFoil, a tool which evaluates the airfoil in terms of its aerodynamic efficiency. The performance of the framework on this problem is compared with those of two other heuristic MOO algorithms known to perform well, the Multi-Objective Tabu Search (MOTS) and NSGA-II, showing that this framework achieves better or at least no worse convergence. The framework of this research is then considered as a candidate for smart (electricity) grid optimisation. Power networks can be improved in both technical and economical terms by the inclusion of distributed generation which may include renewable energy sources. The essential problem in national power networks is that of power flow and in particular, optimal power flow calculations of alternating (or possibly, direct) current. The aims of this work are to propose and investigate a method to assist in the determination of the composition of optimal or high-performing power networks in terms of the type, number and location of the distributed generators, and to analyse the multi-dimensional results of the evolutionary computation component in order to reveal relationships between the network design vector elements and to identify possible further methods of improving models in future work. The results indicate that the method used is a feasible one for the achievement of these goals, and also for determining optimal flow capacities of transmission lines connecting the bus bars in the network.
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Boyer, Sebastien (Sebastien Arcario). "Transfer learning for predictive models in MOOCs." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104832.

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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2016.<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 85-87).<br>Predictive models are crucial in enabling the personalization of student experiences in Massive Open Online Courses. For successful real-time interventions, these models must be transferable - that is, they must perform well on a new course from a different discipline, a different context, or even a different MOOC platform. In this thesis, we first investigate whether predictive models "transfer" well to new courses. We then create a framework to evaluate the "transferability" of predictive models. We present methods for overcoming the biases introduced by specific courses into the models by leveraging a multi-course ensemble of models. Using 5 courses from edX, we show a predictive model that, when tested on a new course, achieved up to a 6% increase in AUCROC across 90 different prediction problems. We then tested this model on 10 courses from Coursera (a different platform) and demonstrate that this model achieves an AUCROC of 0.8 across these courses for the problem of predicting dropout one week in advance. Thus, the model "transfers" very well.<br>by Sebastien Boyer.<br>S.M. in Technology and Policy<br>S.M.
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Mazzoni, Antonella. "Mood Glove : enhancing mood in film music through haptic sensations for an enriched film experience." Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/39757.

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This research explores a new way of enhancing audience experience in film entertainment, presenting the design and implementation of a wearable prototype system that uses haptic sensations to intensify moods in lm music. The aim of this work is to enrich the musical experience of film audiences and might also have implications on the hearing-impaired, providing them with a new enhanced emotional experience while watching a movie. Although there has been previous work into music displays of a visual and haptic nature, and on the importance of music in film, there is no documented research on musical enhancement experience in film entertainment. This work focuses on the mood conveyed by film music in order to understand what role it plays in creating the film experience, and also explores the possibility of enhancing those feelings through haptic sensations. Drawing on HCI and interaction design principles, the design of a piece of haptic wearable technology is proposed and used as the tool for user studies. This research contributes to the fields of: HCI, interaction design, user experience design, multimodal interaction, creative technology, wearable technology, haptics, entertainment technology and film music. This work also provides a set of design suggestions to aid future research and designers of haptic sensations for media enhancement. Proposed guidelines are based on a number of empirical findings that describe and explain aspects of audience emotional response to haptics, providing some first evidence that there is a correlation between vibrotactile stimuli (such as frequency and intensity) and perceived feelings.
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Hong, SeungBum S. M. Massachusetts Institute of Technology. "Design of power systems for extensible surface mobility systems on the Moon and Mars." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42193.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2007.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Includes bibliographical references (p. 99-101).<br>This thesis presents the power system model description and sample studies for extensible surface mobility systems on the Moon and Mars. The mathematical model of power systems for planetary vehicles was developed in order to estimate power system configuration with given mission parameters and vehicle specifications. The state-of-art power source technologies for space application were used for constructing the model; batteries, fuel cells, and photovoltaic systems were considered in this thesis. The Sequential Quadratic Programming method was used to find the optimal power system configurations based on the concept of a previous MIT study. Several case studies on the Moon and Mars were carried out to show the usefulness of the model and to recommend power system configurations for 7-day off-base exploration missions on the Moon and Mars. For the lunar mission, photovoltaic and fuel cell hybrid power systems were suggested. In addition, vehicles with photovoltaic/fuel cell hybrid systems could be operated without recharging when they were driving in shadowed regions. For the Mars mission, both fuel cell single power systems and photovoltaic/fuel cell hybrid systems were acceptable for short missions of only a few days. However, if long, sustainable missions were considered, photovoltaic/fuel cell hybrid systems were required.<br>by SeungBum Hong.<br>S.M.
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Meyers, Owen Craigie. "A mood-based music classification and exploration system." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39337.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.<br>Includes bibliographical references (p. 89-93).<br>Mood classification of music is an emerging domain of music information retrieval. In the approach presented here features extracted from an audio file are used in combination with the affective value of song lyrics to map a song onto a psychologically based emotion space. The motivation behind this system is the lack of intuitive and contextually aware playlist generation tools available to music listeners. The need for such tools is made obvious by the fact that digital music libraries are constantly expanding, thus making it increasingly difficult to recall a particular song in the library or to create a playlist for a specific event. By combining audio content information with context-aware data, such as song lyrics, this system allows the listener to automatically generate a playlist to suit their current activity or mood.<br>by Owen Craigie Meyers.<br>S.M.
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Books on the topic "MOOC systems"

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Koelle, H. H. Lunar space transportation systems. Shaker Verlag, 2004.

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Guillain, Charlotte. The moon. Heinemann Library, 2010.

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Guillain, Charlotte. The moon. Heinemann Library, 2009.

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Conger, Tom. Banana moon. Dead Reckoning Books, 1996.

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Singler, John Victor, ed. Pidgin and Creole Tense/Mood/Aspect Systems. John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/cll.6.

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Victor, Singler John, ed. Pidgin and Creole tense-mood-aspect systems. J. Benjamins, 1990.

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Davies, Merton E. Reference coordinate systems of the moon and planets. RAND Corp., 1986.

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Guillain, Charlotte. La luna. Heinemann Library, 2009.

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Glubke, Scott E. Engineering test results for the Moog Single Line Disconnect. National Aeronautics and Space Administration, Goddard Space Flight Center, 1990.

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Gribbin, John R. Empire of the sun: Planets and moons of the solar system. New York University Press, 1998.

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Book chapters on the topic "MOOC systems"

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Lima, Pedro U. "Multi-Robot Systems." In Robotics Goes MOOC. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-319-77270-7_7.

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Pascariello, Maria Ines. "Learning Creative, Learning MOOC." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95588-9_208.

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Pang, Yanxia, Min Song, YuanYuan Jin, and Ying Zhang. "Survey of MOOC Related Research." In Database Systems for Advanced Applications. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22324-7_15.

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Vaz de Carvalho, Carlos, Diana Andone, Vlad Mihaescu, et al. "Using a MOOC to Train Teachers to Design and Deliver MOOCs." In Learning Technologies and Systems. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33023-0_18.

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Nakano, Natália, Mariana Cantisani Padua, and Maria José Vicentini Jorente. "MOOC as a Complex System." In First Complex Systems Digital Campus World E-Conference 2015. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45901-1_12.

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Shi, Lei, Alexandra I. Cristea, Armando M. Toda, and Wilk Oliveira. "Exploring Navigation Styles in a FutureLearn MOOC." In Intelligent Tutoring Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_7.

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Yek, Ling Hang, Chin Kim On, Mohd Hanafi Ahmad Hijazi, Chin Pei Yee, Chai Soo See, and Chi Jing. "Intelligent Identification System for MOOC Security." In Intelligent Systems of Computing and Informatics. CRC Press, 2024. http://dx.doi.org/10.1201/9781003400387-10.

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Cong, Wei, Hongkun Yu, and Jing Liu. "Course Construction Process of MOOC." In Application of Intelligent Systems in Multi-modal Information Analytics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_83.

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Torres-Toukoumidis, Angel, Sonia Esther González-Moreno, and Jesús Manuel Palma-Ruiz. "Gamification in MOOC Context. Documentary Analysis." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72654-6_26.

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Yamada, Tsuneo. "New Component Technologies and Development Strategies of e-Learning in MOOC and Post-MOOC Eras." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23207-2_39.

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Conference papers on the topic "MOOC systems"

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Cui, Qiang, Yuyan Jia, and Xianyan Yang. "Development and Application Research of English MOOC System Based on Neural Networks." In 2024 3rd International Conference on Artificial Intelligence and Autonomous Robot Systems (AIARS). IEEE, 2024. http://dx.doi.org/10.1109/aiars63200.2024.00082.

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Chandramouli, Magesh, and Gokarna Aryal. "DESIGN AND EVALUATION OF MOOC VIDEOS IN LMS (LEARNING MANAGEMENT SYSTEMS) FOR PROMOTING STUDENT ENGAGEMENT AND ACTIVE LEARNING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2173.

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Celina, Hanna, Ahmed Kharrufa, Anne Preston, Rob Comber, and Patrick Olivier. "SOLE meets MOOC." In DIS '16: Designing Interactive Systems Conference 2016. ACM, 2016. http://dx.doi.org/10.1145/2901790.2901848.

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Larouk, Omar, and Marina Garanovich. "MOOC CONTENT ASSESSMENT: ANALYSIS OF LIBRARY PRODUCTS AND PARTICIPATORY SERVICES IN MOOCS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-014.

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Among the pedagogical innovations of recent years, MOOCs are a significant phenomenon in the academic world, via digital learning platforms. The new free courses published on the web are diverse academic content. These supports are qualified as MOOC (Massive Open Online Courses) playing the role of providers of documentary knowledge like libraries. The support and support systems offered to MOOC registrants are difficult to design due to their wide opening to the public. Nevertheless, the hoped-for goal is to generate collaboration between the learner and the producer of knowledge, through the communication of content and the personalization of services. With a variety of interfaces, we will evaluate the devices of certain MOOCs to understand the attachment or not of academic uses. We will compare the different services offered to users (students, academics, etc.) by MOOCs such as: MIT, OpenCourseWare, COURSERA and FUN-MOOC in comparison with the library catalogs of the worldCat.org type. We use content assessment techniques from digital MOOC platforms to determine the specifics of the information services contained in these MOOCs. We will highlight characteristics common to the MOOCs studied while highlighting the specificities of each of them, which will have an impact on the aid to be considered. An evaluation of information services, library services, participation services and information retrieval is provided in this article. We will focus our evaluation on the macro-criteria as essential: - personalized access services, library services, participatory services (social networks, etc.), and reference services linked to documentary products. We compare the highlights by focusing on the positive and negative points in relation to these qualification criteria
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Pang, Yanxia, Tong Wang, and Na Wang. "MOOC Data from Providers." In 2014 2nd International Conference on Enterprise Systems (ES). IEEE, 2014. http://dx.doi.org/10.1109/es.2014.45.

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Cevallos-Macas, Fanny, Samanta Cueva-Carrion, and Santos Urbina-Ramirez. "MOOC platforms evaluation models." In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2018. http://dx.doi.org/10.23919/cisti.2018.8399149.

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Mohammad, Mubarak, Alaa Alsaig, and Ammar Alsaig. "Introducing Context-Awareness to MOOC Systems." In 3rd International Conference on Context-Aware Systems and Applications. ICST, 2015. http://dx.doi.org/10.4108/icst.iccasa.2014.257285.

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Bawane, Jyoti, and Dhaneswar Harichandan. "Learners’ Adoption of MOOCs Prior and During Covid-19 Pandemic: A Case Study on Building Resilience in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2771.

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The COVID-19 pandemic has elevated the need for ‘building resilience’ to be a core part of the planning and management of future education systems. Resilience primarily implies the capacity to adapt and adjust to new environmental conditions subject to retaining the basic tenets and identity of the educational system. While the pandemic has caused severe disruption across the higher education sector, it also changed the complete outlook on teaching and learning in higher educational institutions. In general, adoption of E-learning platforms surged during this crisis period and MOOCs, in particular, were increasingly encouraged and offered by institutions for continuing education. Studies have shown that learners enrolled in MOOC courses for many different reasons (Crues et al, 2018). One such indicated that self-regulation was seen as the most significant predictor of MOOC adoption and female learners showed a high inclination to adopt them (Ma &amp; Lee, 2019). Among Indian students, building skill-sets was seen as one of the key factors of intention to adopt MOOCs (Mohan et al, 2020). However, it is significant to study why learners adopted MOOCs, especially during the pandemic since this can serve as an ideal case for studying and gaining insights on resilience built against an emergency situation. This paper has been visualized against this background to investigate and compare how MOOCs were adopted by higher education learners, prior to and during the pandemic period. The case study is based on a selected MOOC wherein an attempt would be made to study learner orientations and adoptions to MOOCs in normal and pandemic settings and to assess if there has been any difference in their access, with a special focus on girls and marginalized communities. It is important to understand the learner characteristics, reasons why they enrolled and learner practices from the two selected situations. The parameters chosen to examine the learners are; demographic profile; MOOC experience, access to the course, perceived usefulness, self-learning strategies, learning preferences, purpose and motivation. Empirical analysis of both qualitative and quantitative data would be adopted to interpret the data. The study findings would have implications while investing and building disaster resilience in higher educational institutions and creating a robust and quality infrastructural governance for MOOCs.
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Musomba, Patricia, Malusi Faith, Linda Mwibanda, and Murrey Eddah. "Harnessing Technology Affordances for Learner-centred Experiences in a MOOC." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1951.

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The past decade has seen more learning institutions adopt MOOCs towards improved course delivery, student engagement, and access to education. Facilitation remains a critical factor in the success of online learning as learners in disparate locations and with varying technology infrastructure need to be supported to achieve both their individual and collaborative goals in a MOOC. This paper reports on an innovative approach in the co-creation and facilitation of two cybersecurity MOOCs supported by the Commonwealth of Learning. We report on the utilisation of the MOOC platform and video conferencing technologies for support and engagement with participants. Besides the in-built learning analytics tools on the platform, we discuss other technologies that were integrated for more efficient data collection and qualitative analysis of feedback from participants. To ensure that participants could access and implement the security solutions covered in the course, we present ways in which they harnessed native capabilities within their existing operating systems (OS) to complete learning tasks. Finally, the use of free and open-source software is explored for various use cases such as data recovery, secure communication, and emerging technologies. The paper provides an innovative approach to incorporating technology affordances for learner-centred experiences in a MOOC.
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Yong, Luo, and Zhu Hong-Guo. "Study on MOOC Flip Classroom." In 2018 4th Annual International Conference on Network and Information Systems for Computers (ICNISC). IEEE, 2018. http://dx.doi.org/10.1109/icnisc.2018.00079.

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Reports on the topic "MOOC systems"

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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Ritprajak, Patcharee, Teerawut Nedumpun, and Sanipa Suradhat. Generation of in vitro porcine monocyte-derived dendritic cells (MoDcs) by new modified protocol. Faculty of Dentistry, Chulalongkorn University, 2016. https://doi.org/10.58837/chula.res.2016.18.

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The derivation of dendritic cells (Des) in vitro is an alternative system to overcome the low frequency of primary DCs and the difficulty of isolation techniques for study of DC immunobiology. To date, conventional culture protocol of porcine monocyte-derived DCs (MoDCs) has been widely used. However, this protocol is sometimes not practical due to the requirement of substantial monocyte number from the blood sample, and the process often interferes with DC maturation. To improve the protocol for porcine MoDC generation, we altered the previous conventional protocol, based on the human MoDC and mouse bone-marrow derived DC (8M-DC) culture system, and compared phenotypic and functional features of MoDC derived from the modified protocol to the conventional protocol. The modified protocol consumed less amount of monocytes but generated higher CD1 + cells with DC-like morphology and ability of maturation. In addition, MoDCs from the modified protocol exhibited increased antigen uptake capability and cytokine gene expression in response to LPS stimulation. Our findings indicate that the modified protocol is expedient and reliable for generating potent MoDCs that substitute for primary DCs. This will be a valuable platform for future research in antigen delivery, vaccine and immunotherapy in pigs, as well as relevant veterinary species.
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Chen, Meifang. Implementation and Usability Testing of a Cross-platform Mood-based Video Recommender System for Older Adults. Iowa State University, 2020. http://dx.doi.org/10.31274/cc-20240624-876.

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Velinov, Peter I. Y. Study of Strongest Geomagnetic Storm for 2018 – the Surprise Synagermós G3 Storm on August 26, 2018 in Special Position of Sun-Earth-Moon System. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, 2019. http://dx.doi.org/10.7546/crabs.2019.02.12.

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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention &amp; Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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