We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a “harvester” account and then submits correct answers using a separate “master” ac...

A Massive Open Online Course (MOOC) is a web-based class environment aimed at open largescale global participation via the Web (EdX, 2015). In contrast to traditional forms of face-to-face (F2F) education, MOOCs enable flexible learning styles, where learners can pick and choose which classes they take, as well as when and where they do their work. Conventional methods and tools used in F2F edu...

Media representations of massive open online courses (MOOCs) such as those offered by Coursera, edX and Udacity reflect tension and ambiguity in their bold promise of democratized education and global knowledge sharing. An approach to MOOCs that emphasizes the tacit epistemology of such representations suggests a richer account of the ambiguities of MOOCs, the unsettled linguistic and visual re...

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 on students is collected by logging their behaviors. However, despite this wealth of data, little has been done to identify important subpopulations and understand their strengths and wea...

MOOCs offer free access to educational materials, leading to large numbers of students registered in MOOCs courses. The MOOCs forums allow students to post comments and ask questions; due to the number of students, however, the course facilitators are not able to provide feedback in a timely manner. To address this problem, we identify content-knowledge related posts using a course domain ontol...

Massive open online courses (MOOCs) have attracted much interest from educational researchers and practitioners around the world. There has been an increase in empirical studies about MOOCs recent years, most of which used questionnaire surveys quantitative methods to collect analyze data. This study explored research topics paradigms questionnaire-based on by reviewing 126 articles available S...

Massive open online courses (MOOCs) represent a new and potentially transformative model for providing educational opportunities to learners not enrolled in a formal educational program. The authors describe the experience of developing and offering eight MOOCs on a variety of public health topics. Existing institutional infrastructure and experience with both for-credit online education and op...

Massive open online courses (MOOCs) attract a large number of student registrations, but recent studies have shown that only a small fraction of these students complete their courses. Student dropouts are thus a major deterrent for the growth and success of MOOCs. We believe that understanding student engagement as a course progresses is essential for minimizing dropout rates. Formally defining...