As online courses such as MOOCs become increasingly popular, there has been a dramatic increase for the demand for methods to facilitate this type of organisation. While resources for new courses are often freely available, they are generally not suitably organised into easily manageable units. In this paper, we investigate how state-of-the-art topic segmentation models can be utilised to autom...

Massive Open Online Courses (MOOCs), offering a new way to study online, are revolutionizing education. One challenging issue in MOOCs is how to design effective and fine-grained course concepts such that students with different backgrounds can grasp the essence of the course. In this paper, we conduct a systematic investigation of the problem of course concept extraction for MOOCs. We propose ...

The e-learning community has been producing and using video content for a long time, and in the last years, the advent of MOOCs greatly relied on video recordings of teacher courses. Video annotations are information pieces that can be anchored in the temporality of the video so as to sustain various processes ranging from active reading to rich media editing. In this position paper we study ho...

Recent years have witnessed the proliferation of Massive Open Online Courses (MOOCs). With massive learners being offered MOOCs, there is a demand that the forum contents within MOOCs need to be classified in order to facilitate both learners and instructors. Therefore we investigate a significant application, which is to associate forum threads to subtitles of video clips. This task can be reg...

The prime aim of this paper is to take a critical look at current MOOCs in order to demonstrate that the alleged techno-educational innovation is generally little more than a manifestation of the divergent interests of the stakeholders involved. Any convergence of these interests is actually rarely linked with teaching or learning. In a second step, our objective is to present the approach deve...

Massive Open Online Courses (MOOCs) have-with astonishing rapidity–become a formidable presence in global education. Such courses have obvious strengths in their ability to convey (usually lecture-based) content at extremely low cost to widespread, and often underserved, student populations. At the same time, MOOCs, for the time being at least, reflect traditional (and often contested) values i...

Researchers have proposed that social media provide complementary learning environments for Massive Open Online Courses (MOOCs) that might engender participation, engagement, and peer-support. Although suggestive, nearly all of the research in this area consists of case studies, making it challenging to determine whether or to what extent findings can be generalized to MOOCs beyond those studie...

Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended stude...

Massive Open Online Courses (MOOCs) has the potential to eradicate digital divide and endorse education globally among learners in industry. Through MOOCs platforms, teachers can upgrade their knowledge skills abilities respective fields. The present study aims identify inhibiting factors underlying adoption of by employed higher institutions. research an Interpretative Phenomenological Analysi...

This paper describes our experience in trying to transfer our revised software engineering curriculum from UC Berkeley to other universities. We were in the first wave of Massive Open Online Course (MOOCs), and this paper lists the lessons learned about educational technology transfer from developing MOOCs. To make it easier for instructors to use MOOC material, EdX offers Small Private Online ...