Massive open online courses (MOOCs) are widely available and have become a common option for learners. However, their full potential cannot be realised if they not accessible to all learners, including those with disabilities. It is, therefore, important understand the different stakeholders requirements perspectives in designing MOOCs. This research investigated of MOOC providers on learners w...

The openSAP University is a co-innovative initiative founded in 2013 by SAP SE in partnership with the Hasso-Plattner-Institute (HPI) located in Potsdam, Germany. With its new course offering, SAP responds to a rising demand for scalable knowledge transfer due to the digital transformation by making use of the Massive Open Online Courses (MOOC) format. This paper provides a brief introduction t...

MOOCs attract learners from various cultural backgrounds with differing educational beliefs and learning preferences. Research has long acknowledged that culture has an impact on the adoption and use of information technology. Cultural differences can cause conflicts, especially when learners provide each other with feedback during the peer assessment process. With this paper, we use a design s...

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for al...

Despite the original tenets about openness and participatory characteristics of MOOCs [1], the majority of MOOCs are delivered in a semi-structured asynchronous way bridging the strong structure of traditional courses -signposted by lectures, tutorials/seminars and activities/assignment deadlinesand open courseware in which student are able to select their own learning paths and goals. Looking ...

Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014, we found that course participants from the United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, s...

Although thousands of students enroll in Massive Open Online Courses (MOOCs) for learning and self-improvement, many get confused, harming learning and increasing dropout rates. In this paper, we quantify these effects in two large MOOCs. We first describe how we automatically estimate students’ confusion by looking at their clicking behavior on course content and participation in the course di...

The use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this need, MOOC platforms have begun utilizing automated essay scoring (AES) systems that allow students to engage in critical writing and free-response a...