Designing MOOCs for the Support of Multiple Learning Styles

Grünewald, Franka; Meinel, Christoph; Totschnig, Michael; Willems, Christian

doi:10.1007/978-3-642-40814-4_29

Cited by 115 publications

(75 citation statements)

References 10 publications

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“…Works that address accessibility have been identified as in SanchezGordon and Lujan-Mora (2013); the machine learning, such as Singh and Lal (2013); of the evaluation platforms as in Kay, Reimann, Diebold, and Kummerfeld (2013); instructional design, course format and material production in Grünewald et al (2013); engagement, incentives and tools for production as discussed by Anderson, Huttenlocher, Kleinberg, and Leskovec (2014); flipped classroom, forums, interaction, gamifications, metadata and issues related to course quality as in Speck et al (2014) and Sadykova (2014).…”

Section: Design and Technologymentioning

confidence: 99%

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Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

Zancanaro

Domingues

2017

RIED

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Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC) Airton Zancanaro Maria José Carvalho de Souza Domingues Universidade Regional de Blumenau, FURB (Brasil) AbstractMassive Open Online Courses (MOOCs) have been gaining attention from Academy by the disruptive innovation with which technology is brought into the educational system. Due to the emergence of the theme, the area needs recent bibliometric studies that point at previous studies about it and indicate directions for further research. Therefore, this study aims to map MOOC researches on published until December 2014 in two scientific databases: Scopus and Web of Science. Relevant aspects of scientific literature on MOOCs were explored from the collected data such as: (i) the number of publications per year; (ii) mapping of the institutions; (iii) authors with the most publications; (iv) classification in macro-theme of the identified jobs and (v) references most used by the authors. For the analysis, it was used 294 papers written by 694 authors, affiliated with 266 institutions. In the articles analysed, the authors used 5,060 different references, as well as 634 different keywords. This work, in addition to a mapping of research, aims to contribute to the spreading of the idea that the MOOC theme is emerging, promising and it needs to go further in the development of new researches.Keywords: Massive Open Online Courses; bibliometric studies; databases. ResumenLos Massive Open Online Courses (MOOC) están ganando atención en el campo académico por la innovación disruptiva que llevan para el sistema educativo. Debido a la emergencia del tema, el área necesita estudios bibliométricos recientes que apunten los estudios realizados previamente y sugieran pautas para futuras investigaciones. Por tanto, el presente trabajo tiene como objetivo mapear las investigaciones acerca de MOOCs publicadas hasta diciembre de 2014 en dos bases de datos científicas: Scopus y Web of Science. A partir de los datos recogidos, algunos aspectos relevantes fueron explorados, a saber: (i) el número de publicaciones por año; (ii) el mapeo de las instituciones; (iii) los autores con la mayor cantidad de publicaciones; (iv) la clasificación en macrotemas de los trabajos identificados y (v) las referencias más utilizadas por los autores. Para el análisis, fueron utilizados 294 artículos escritos por 694 autores, afiliados a 266 instituciones. En esos trabajos los autores utilizaron 5.060 referencias diferentes, así como 634 palabras clave. En los artículos analizados, los autores utilizaron 5.060 referencias diferentes, así como 634 palabras claves diferentes. Este trabajo, además de un mapeo de investigación, tiene como objetivo contribuir para la

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Section: Design and Technologymentioning

confidence: 99%

“…which are based on the traditional lecture format, video classes, interactive exercises and forums (Grünewald, Meinel, Totschnig, & Willems, 2013).…”

mentioning

confidence: 99%

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

Zancanaro

Domingues

2017

RIED

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“…In this way information and learning materials are available anywhere and at anytime. In a similar vein, massive open online courses (MOOCs) allow for bringing together thousands of learners into a common event of free training [38], generally through specific service platforms [39]. Lastly, multimedia communities and virtual worlds have transformed significantly distance learning, by allowing e-learning environments to incorporate multimedia content and to stimulate learning through simulations, games, and interactions, in a way that facilitates freely knowledge sharing among group members within organizations [37,33].…”

Section: E-learning In Business Educationmentioning

confidence: 99%

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

Iannotta¹,

Meret²,

Gatti³

et al. 2016

EAI Endorsed Transactions on e-Learning

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The implementation of Information and Communication Technologies (ICT) in business education appears to be influenced by a number of organizational issues, such as culture and technological sophistication. However, extant research has had very little to say about the antecedents that shape the adoption and diffusion of ICT across companies. In order to shed light on the phenomenon under investigation, this paper presents a comparative case study between five Italian companies that have instituted a corporate university. By distinguishing companies in typical cases and deviant cases with regard to the extensive use of e-learning technologies, our findings provide some useful insights about the antecedents that make companies more or less prone to employ the new frontiers of technology in their CUs.

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“…In general, learning resources of various types play an important role in course design regarding the support of autonomous learning. It has also been argued that due to the variety of media and delivery channels online courses are particularly suited to address the needs of different learner types (Grünewald et al, 2013).…”

Section: The Role Of Learning Resources In Online Coursesmentioning

confidence: 99%

Analysis of Dynamic Resource Access Patterns in Online Courses

2014

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This paper presents an analysis of resource access patterns in two recently conducted online courses. One of these has been a master level university lecture taught as a blended learning course with a wide range of online learning activities and materials, including collaborative wikis, self-tests, and thematic videos. The other course has been offered in the form of a MOOC. As a specialty of this course, master level students from two different universities could participate as a regular university class and receive credits for successful completion. In both courses, online learning resources such as videos, scientific literature, and wikis played a central role. In this context, the motivation for our research was to investigate characteristic patterns of resource usage of the learners. In order to gain deeper insights into the usage of learning materials, we have adapted methods from social network analysis and applied them to dynamic bipartite student-resource networks built from event logs of the students' resource access. In particular, we describe the clustering of students and resources in such networks and propose a method to identify patterns of the cluster evolution over time.

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Designing MOOCs for the Support of Multiple Learning Styles

Cited by 115 publications

References 10 publications

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

Analysis of Dynamic Resource Access Patterns in Online Courses

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