Search Results (199)

Massive Open Online Courses (MOOCs) serve as catalysts for sustainable education by democratizing access to lifelong learning. While this potentially positions them as a key driver of the United Nations Sustainable Development Goal 4 (SDG 4), their long-term impact depends heavily on the implementation of inclusive design and ethical governance. This study evaluates the social sustainability of the AKADEMA platform—defined through equity of access, institutional trust, and long-term learner retention—using Badrul Khan’s e-learning framework. Employing a multi-layered mixed-methods design, the study triangulates subjective user perceptions—gathered via quantitative surveys (N = 209; a convenience sample of 6140 contacted users) and qualitative insights (n = 122)—with objective structural evidence from a technical accessibility audit. Although the results indicate high satisfaction with pedagogical quality, the findings reveal specific structural nuances regarding platform inclusivity and user diversity. Specifically, data triangulation highlights a notable ‘privacy awareness gap’—where working professionals demonstrate higher sensitivity regarding data governance than learners—alongside structural barriers hindering ‘Universal Design’ for learners with disabilities. Consequently, to strengthen the sustainability of open education models, future strategies should emphasize digital equity and institutional trust, ensuring that technical environments align with the promise of inclusive quality education. Full article

This study investigates how integrating the 4PADAFE instructional design methodology with generative artificial intelligence (GAI) tools helps develop innovative, pedagogically sound digital learning environments in higher education. To meet the demand for scalable and flexible instructional models, 4PADAFE offers a seven-phase, iterative framework that connects pedagogical goals with the creative use of AI-powered tools. Using a qualitative exploratory approach, 20 Systems Engineering students applied the methodology to collaboratively create a four-week Massive Open Online Course (MOOC) titled “Generative Artificial Intelligence Tools for University Teaching.” They utilized ChatGPT, DALL·E, and Gamma to produce educational materials without direct input from subject-matter experts. Data collection included semi-structured interviews, non-participant observation, and analysis of student-created artifacts. The findings revealed increased learner autonomy, creativity, and digital skills, along with more efficient instructional design processes supported by prompt engineering and real-time feedback. The structured 4PADAFE framework helped participants align AI-generated content with specific learning outcomes while maintaining ethical safeguards. This study concludes that, with proper guidance and a systematic framework, students with technical backgrounds can serve as effective instructional designers, demonstrating the potential of combining structured methodologies and GAI to democratize high-quality course development in digital higher education. Full article

Small Private Online Courses (SPOCs) have gained attention as a promising approach to blended learning in higher education, particularly within the Flipped Classroom framework. Unlike Massive Open Online Courses (MOOCs), SPOCs cater to a limited number of students, allowing for more personalized learning experiences and enhanced interaction with instructors. This case study examines the integration of a SPOC titled “Introduction to Quantum Physics” into the undergraduate course “Introduction to Modern Physics” at the University of Crete. The research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. Quantitative data were obtained from a questionnaire distributed to students and an analysis of student grades, while qualitative insights were derived from interviews with the course instructors. The findings indicate that the SPOC was associated with positive student engagement and comprehension of complex physics concepts, aligning with previous research on blended learning effectiveness. However, challenges were identified, including the need for increased student–instructor interaction in the online component. Recommendations for improving the SPOC model include the development of interactive activities and enhanced instructor support. This study aims to contribute to the growing body of research on the Flipped Classroom framework in higher education, highlighting the potential utility of SPOCs to enrich learning experiences. Full article

Massive Open Online Courses (MOOCs) have emerged as a popular choice for learners as accessible and flexible education across the globe. Micro -are short skill-focused certifications offered within MOOCs to online learners. The interplay between multiple stakeholders, including universities, MOOCs providers, policy makers and industrial leaders, plays a decisive role in MOOC adoption. This study employed Educational Data Mining techniques to extract patterns in learner behavior, course design, institutional collaboration, etc., from the determinants of adoption and completion of the micro-credentials within MOOCs. The determinants were extracted from major online MOOCs databases, whereas additional parameters not captured in these databases were collected through an online survey from learners, industry professionals, and higher education institutions. A data mining-based framework is proposed to support stakeholders in planning effective course offerings, guiding learners in selecting suitable courses and helping MOOCs providers to align course credentials with market demands. Classification and predictive analysis revealed that course-related attributes, such as course certification type, course organization, course rating, course difficulty level, and whether the course was free or paid, play decisive roles in determining MOOC adoption. The decision tree classifier, based on the information gain and Gini index, ranked these attributes by order of preference with high accuracy, whereas regression analysis predicted multiple independent variables yielding good performance, as reflected in the confusion matrix. Full article

Knowledge tracing (KT), which uses machine learning models to predict students’ future performance, has received a lot of attention in intelligence education. However, in Massive Open Online Courses (MOOCs), most of the existing KT methods can only track students’ performance in one course. In addition, when there is scant learning record data on new courses, training a new KT model becomes challenging. Furthermore, existing KT methods tend to excel in specific courses, but their generalization ability is inferior when faced with similar or distinct courses. To address these challenges, this paper proposes a MOOC-oriented cross-course knowledge tracing model (MCKT). In MCKT, we first construct two attribute relationship graphs to obtain the student and KC representations from the source course and the target course, respectively. Then, the element-wise attention mechanism is used to fuse the student representations from both courses. Next, MLPs are used to reconstruct the interaction between students and KCs in each course to enhance students’ cross-course representation. Finally, recurrent neural networks (RNNs) are used to predict the students’ performance in each course. Experiments show that our proposed approach outperforms existing KT methods in predicting students’ performance across diverse MOOCs, proving its effectiveness and superiority. Full article

Laboratories across educational levels have traditionally required in-person attendance, limiting practical activities to specific times and physical spaces. This paper presents a technological architecture based on a system-on-chip (SoC) and a connectivist model, grounded in Connectivism Learning Theory, for implementing a remote laboratory in digital logic design using FPGA devices. The architecture leverages an Internet-of-Things (IoT) environment to provide applications and servers that enable remote access, programming, manipulation, and visualization of FPGA-based development boards located in the institution’s laboratory, from anywhere and at any time. The connectivist model allows learners to interact with multiple nodes for attending synchronous classes, performing laboratory exercises, managing the remote laboratory, and accessing educational resources asynchronously. This approach aims to enhance learning, knowledge transfer, and skills development. A four-year evaluation was conducted, including one experimental group using an e-learning approach and three in-person control groups from a Digital Logic Design course. The experimental group achieved an average performance score of 9.777, surpassing the control groups, suggesting improved academic outcomes with the proposed system. Additionally, a Technology Acceptance Model-based survey showed very high acceptance among learners. This paper presents a novel connectivist model, which we call the Massive Open Online Laboratory. Full article

With the rapid development of Massive Open Online Courses (MOOCs), high dropout rates have become a major challenge, limiting the quality of online education and the effectiveness of targeted interventions. Although existing MOOC dropout prediction methods have incorporated deep learning and attention mechanisms to improve predictive performance to some extent, they still face limitations in modeling differences in course difficulty and learning engagement, capturing multi-scale temporal learning behaviors, and controlling model complexity. To address these issues, this paper proposes a MOOC dropout prediction model that integrates multi-scale convolution with a symmetric dual-attention mechanism, termed SDA-Net. In the feature modeling stage, the model constructs a time allocation ratio matrix (MRatio), a resource utilization ratio matrix (SRatio), and a relative group-level ranking matrix (Rank) to characterize learners’ behavioral differences in terms of time investment, resource usage structure, and relative performance, thereby mitigating the impact of course difficulty and individual effort disparities on prediction outcomes. Structurally, SDA-Net extracts learning behavior features at different temporal scales through multi-scale convolution and incorporates a symmetric dual-attention mechanism composed of spatial and channel attention to adaptively focus on information highly correlated with dropout risk, enhancing feature representation while maintaining a relatively lightweight architecture. Experimental results on the KDD Cup 2015 and XuetangX public datasets demonstrate that SDA-Net achieves more competitive performance than traditional machine learning methods, mainstream deep learning models, and attention-based approaches on major evaluation metrics; in particular, it attains an accuracy of 93.7% on the KDD Cup 2015 dataset and achieves an absolute improvement of 0.2 percentage points in Accuracy and 0.4 percentage points in F1-Score on the XuetangX dataset, confirming that the proposed model effectively balances predictive performance and model complexity. Full article

Learner engagement is a pivotal factor affecting the effectiveness of Massive Open Online Courses (MOOCs), as it promotes collaborative learning environments. However, measuring the extent of learners’ contributions in MOOC learning forums presents challenges due to the complex nature of engagement and its variability. Given the limited research in this domain, further investigation is necessary. This study aims to address this gap by utilizing the Hidden Markov Model (HMM) to identify latent states of MOOC learners and improve their participation in learning forums. The study constructs a multidimensional observable signal sequence based on learner-generated post data from MOOC forums, with a particular focus on the widely attended course on a MOOC platform. To evaluate the predictive accuracy of HMM in forecasting learner contributions, the study employs several prominent prediction models for comparative analysis, including k-nearest neighbor, logistic regression, random forest, extreme gradient boosting tree, and the long short-term memory network. The results demonstrate that HMM provides superior accuracy in predicting learner contributions compared to other models. These findings not only validate the effectiveness of HMM but also offer significant insights and recommendations for enhancing forum management practices. This research represents a substantial advancement in addressing the challenges related to learner engagement in MOOC learning forums and underscores the potential benefits of employing the HMM approach in this context. Full article

Massive Open Online Courses (MOOCs) have gained increasing popularity in recent years, highlighting the growing importance of effective course recommendation systems (CRS). However, the performance of existing CRS methods is often limited by data sparsity and suffers under cold-start scenarios. One promising solution is to leverage course-level conceptual information as side information to enhance recommendation performance. We propose a general framework for integrating LLM-generated concepts as side information into various classic recommendation algorithms. Our framework supports multiple integration strategies and is evaluated on two real-world MOOC datasets, with particular focus on the cold-start setting. The results show that incorporating LLM-generated concepts consistently improves recommendation quality across diverse models and datasets, demonstrating that automatically generated semantic information can serve as an effective, reusable, and scalable source of side knowledge for educational recommendations. This finding suggests that LLMs can function not merely as content generators but as practical data augmenters, offering a new direction for enhancing robustness and generalizability in course recommendation. Full article

Massive open online courses (MOOCs) represent an innovative online learning paradigm that has garnered considerable popularity in recent years, attracting a multitude of learners to MOOC platforms due to their accessible and adaptable instructional structure. However, the elevated dropout rate in current MOOCs limits their advancement. Current dropout prediction models predominantly employ fixed-size convolutional kernels for feature extraction, which insufficiently address temporal dependencies and consequently demonstrate specific limitations. We propose a Lie Group-based feature context-local fusion attention model for predicting dropout in MOOCs. This model initially extracts shallow features using Lie Group machine learning techniques and subsequently integrates multiple parallel dilated convolutional modules to acquire high-level semantic representations. We design an attention mechanism that integrates contextual and local features, effectively capturing the temporal dependencies in the study behaviors of learners. We performed multiple experiments on the XuetangX dataset to evaluate the model’s efficacy. The results show that our method attains a precision score of 0.910, exceeding the previous state-of-the-art approach by 3.3%. Full article

This study presents the design, implementation, and evaluation of a Massive Open Online Course (MOOC) on the Internet of Things (IoT), developed to upskill adult educators by equipping them with both technical and pedagogical competencies. Following a structured, multi-phase instructional design model grounded in the DigComp framework and supported by Open Educational Resources (OERs), the course was delivered over three training cycles via a MOODLE-based platform. The research employed pre- and post-course competence tests to assess the course’s impact, as well as post-course surveys with both quantitative and qualitative elements to assess participant experiences. The findings indicate high levels of satisfaction and perceived effectiveness. Full article

Massive Open Online Courses (MOOCs) have expanded global access to education but continue to struggle with high attrition rates. This study presents a comparative analysis of self-labeled Semi-Supervised Learning (SSL) algorithms for predicting learner dropout. Unlike traditional supervised models that rely solely on labeled data, self-labeled methods iteratively exploit both labeled and unlabeled instances, alleviating the scarcity of annotations in large-scale educational datasets. Using real-world MOOC data, ten self-labeled algorithms, including self-training, co-training, and tri-training variants, were evaluated across multiple labeled ratios. The experimental results show that ensemble-based methods, such as Co-training Random Forest, Co-Training by Committee, and Relevant Random subspace co-training, achieve predictive accuracy comparable to that fully supervised baselines even with as little as 4% labeled data. Beyond predictive performance, the findings highlight the scalability and cost-effectiveness of self-labeled SSL as a data-driven approach for enhancing learner retention in massive online learning. Full article

Learning Analytics Dashboards (LADs) are increasingly deployed to support self-regulated learning on online courses. Yet many existing dashboards lack strong theoretical grounding, contextual alignment, or actionable feedback, and some designs have been shown to inadvertently discourage learners through excessive social comparison or high inference costs. In this study, we designed and evaluated a LAD grounded in the COPES model of self-regulated learning and tailored to a credit-bearing Massive Open Online Course (MOOC) using a data-driven approach. We conducted a randomized controlled trial with 8745 learners, comparing a control group, a dashboard without feedback, and a dashboard with ARCS-framed actionable feedback. The results showed that the dashboard with feedback significantly increased learners’ likelihood of verification (i.e., paying for the certification track), with mixed effects on engagement and no measurable impact on final grades. These findings suggest that dashboards are not uniformly beneficial: while feedback-supported LADs can enhance motivation and persistence, dashboards that lack interpretive support may impose cognitive burdens without improving outcomes. This study contributes to the literature on learning analytics by (1) articulating the design principles for theoretically and contextually grounded LADs and (2) providing experimental evidence on their impact in authentic MOOC settings. Full article

Background/Objectives: Health education plays a vital role in training health professionals and caregivers, supporting both prevention and the promotion of self-care. In this context, technology serves as a valuable ally by enabling continuous and flexible learning. Among the various domains of health education, nutrition stands out as a key element in the management of Amyotrophic Lateral Sclerosis (ALS), helping to prevent malnutrition and enhance patient well-being. Accordingly, this study aimed to evaluate the effectiveness of the teaching and learning processes within a learning pathway focused on food and nutrition in the context of ALS. Methods: This study adopted a longitudinal, quantitative design. The learning pathway, titled “Food and Nutrition in ALS,” consisted of four self-paced and self-instructional Massive Open Online Courses (MOOCs), offered through the Virtual Learning Environment of the Brazilian Health System (AVASUS). Participants included health professionals, caregivers, and patients from all five regions of Brazil. Participants had the autonomy to complete the courses in any order, with no prerequisites for enrollment. Results: Out of 14,263 participants enrolled nationwide, 182 were included in this study after signing the Informed Consent Form. Of these, 142 (78%) completed at least one course and participated in the educational intervention. A significant increase in knowledge was observed, with mean pre-test scores rising from 7.3 (SD = 1.8) to 9.6 (SD = 0.9) on the post-test across all courses (p < 0.001). Conclusions: The self-instructional, technology-mediated continuing education model proved effective in improving participants’ knowledge about nutrition in ALS. Future studies should explore knowledge retention, behavior change, and the impact of such interventions on clinical outcomes, especially in multidisciplinary care settings. Full article

Low achievement in mathematics across educational levels has long been a concern for researchers. Recent evidence points to equipping teachers with skills and competencies that align with the demands of the modern, technology-rich world. This systematic review explored how technology-facilitated heutagogical practices contribute to the professional development of preservice and in-service mathematics teachers. Drawing on 21 empirical studies published between 2017 and 2024, this review identified three major findings. First, technology-enhanced heutagogical practices promote teaching skills by fostering learner autonomy, self-reflection, and professional identity development. Second, tools such as mobile apps, Massive Open Online Courses (MOOCs), adaptive learning platforms, and collaborative digital environments support the integration of heutagogical principles. Third, implementation is challenged by limited digital access, institutional constraints, and the need for gradual adaptation to self-determined learning models. These findings prove the need for policy and institutional investment in digital infrastructure, blended learning models, and teacher support. Theoretically, this study affirms heutagogy as a relevant pedagogical approach for preparing mathematics teachers in dynamic learning contexts. There is also a need for more empirical studies to investigate scalable models for technology-driven heutagogy, especially in resource-constrained settings. Full article