Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Skip to main content
Springer Nature Link
Log in

Towards Personalized Learning Objectives in MOOCs

  • Conference paper
  • First Online:
Lifelong Technology-Enhanced Learning (EC-TEL 2018)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11082))

Included in the following conference series:

Abstract

Instead of measuring success in Massive Open Online Courses (MOOCs) based on certification and completion-rates, researchers started to define success with alternative metrics recently, for example by evaluating the intention-behavior gap and goal achievement. Especially self-regulated and goal-oriented learning have been identified as critical skills to be successful in online learning environments with low guidance like MOOCs, but technical support is rare. Therefore, this paper examines the current technical capabilities and limitations of goal-oriented learning in MOOCs. An observational study to explore how well learners in five MOOCs achieved their initial learning objectives was conducted, and the results are compared with similar studies. Afterwards, a concept with a focus on technical feasibility and automation outlines how personalized learning objectives can be supported and implemented on a MOOC platform.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 1.

    https://open.hpi.de/.

  2. 2.

    Based on the total enrollments at course middle minus the total number of no-shows at course middle from Table 1.

References

  1. Che, X., Yang, H., Meinel, C.: Adaptive E-Lecture video outline extraction based on slides analysis. In: Li, F.W.B., Klamma, R., Laanpere, M., Zhang, J., Manjón, B.F., Lau, R.W.H. (eds.) ICWL 2015. LNCS, vol. 9412, pp. 59–68. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-25515-6_6

    Chapter  Google Scholar 

  2. Davis, D., Chen, G., Jivet, I., Hauff, C., Houben, G.: Encouraging metacognition & self-regulation in MOOCs through increased learner feedback. In: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners, pp. 17–22 (2016). http://ceur-ws.org/Vol-1596/paper3.pdf

  3. Davis, D., Jivet, I., Kizilcec, R.F., Chen, G., Hauff, C., Houben, G.-J.: Follow the successful crowd: raising MOOC completion rates through social comparison at scale. In: Proceedings of the Seventh International Learning Analytics & Knowledge Conference, LAK 2017, pp. 454–463. ACM (2017). https://doi.org/10.1145/3027385.3027411

  4. Emanuel, E.J.: Online education: MOOCs taken by educated few. Nature 503(7476), 342 (2013). https://www.nature.com/articles/503342a

    Article  Google Scholar 

  5. Farsani, M.A., Beikmohammadi, M., Mohebbi, A.: Self-regulated learning, goal-oriented learning, and academic writing performance of undergraduate Iranian EFL learners. In: TESL-EJ, vol. 18(2) (2014). https://eric.ed.gov/?id=EJ1045129

  6. Goodyear, P.: Psychological foundations for networked learning. In: Steeples, C., Jones, C. (eds.) Networked Learning: Perspectives and Issues. Computer Supported Cooperative Work, pp. 49–75. Springer, London (2002). https://doi.org/10.1007/978-1-4471-0181-9_4

    Chapter  Google Scholar 

  7. Henderikx, M.A., Kreijns, K., Kalz, M.: Refining success and dropout in massive open online courses based on the intention-behavior gap. Distance Educ. 38(3), 353–368 (2017). https://doi.org/10.1080/01587919.2017.1369006

    Article  Google Scholar 

  8. Hill, P.: Emerging student patterns in MOOCs: a (revised) graphical view (2013). https://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/

  9. Huang, H.-M.: Toward constructivism for adult learners in online learning environments. Br. J. Educ. Technol. 33(1), 27–37 (2002). https://doi.org/10.1111/1467-8535.00236

    Article  Google Scholar 

  10. Jivet, I., Scheffel, M., Specht, M., Drachsler, H.: License to evaluate: preparing learning analytics dashboards for educational practice. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge, LAK 2018, pp. 31–40. ACM (2018). https://doi.org/10.1145/3170358.3170421

  11. Jordan, K.: Initial trends in enrolment and completion of massive open online courses. Int. Rev. Res. Open Distrib. Learn. 15(1) (2014). https://doi.org/10.19173/irrodl.v15i1.1651

  12. Joyner, D.A.: Congruency, adaptivity, modularity, and personalization: four experiments in teaching introduction to computing. In: Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, L@S 2017, pp. 307–310. ACM (2017). https://doi.org/10.1145/3051457.3054011

  13. Kizilcec, R.F., Halawa, S.: Attrition and achievement gaps in online learning. In: Proceedings of the Second (2015) ACM Conference on Learning @ Scale, L@S 2015, pp. 57–66. ACM (2015). https://doi.org/10.1145/2724660.2724680

  14. Kizilcec, R.F., Pérez-Sanagustín, M., Maldonado, J.J.: Recommending self- regulated learning strategies does not improve performance in a MOOC. In: Proceedings of the Third (2016) ACM Conference on Learning @ Scale, L@S 2016, pp. 101–104. ACM (2016). https://doi.org/10.1145/2876034.2893378

  15. Kizilcec, R.F., Pérez-Sanagustín, M., Maldonado, J.J.: Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Comput. Educ. 104, 18–33 (2017). https://doi.org/10.1016/j.compedu.2016.10.001

    Article  Google Scholar 

  16. Lajoie, S.P., Azevedo, R.: Teaching and learning in technology-rich environments. In: Handbook of Educational Psychology. Routledge (2006). https://doi.org/10.4324/9780203874790.ch35

  17. Liyanagunawardena, T.R., Parslow, P., Williams, S.A.: Dropout: MOOC participants’ perspective. In: The Second MOOC European Stakeholders Summit, EMOOCs 2014, pp. 95–100 (2014). http://centaur.reading.ac.uk/36002/

  18. Mayes, T., De Freitas, S.: Review of e-learning theories, frameworks and models. In: JISC E-Learning Models Desk Study (2004). http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/outcomes.aspx

  19. Reich, J.: MOOC Completion and Retention in the Context of Student Intent (2014). https://er.educause.edu/articles/2014/12/mooc-completion-and-retention-in-the-context-of-student-intent/

  20. Renz, J., Schwerer, F., Meinel, C.: openSAP: evaluating xMOOC usage and challenges for scalable and open enterprise education. In: Proceedings of the 8th International Conference on E-Learning in the Workplace (2016). ISBN 978-0-9827670-6-1

    Article  Google Scholar 

  21. Rohloff, T., Renz, J., Bothe, M., Meinel, C.: Supporting multi-device e-learning patterns with second screen mobile applications. In: Proceedings of the 16th World Conference on Mobile and Contextual Learning, pp. 25:1–25:8. ACM (2017). https://doi.org/10.1145/3136907.3136931

  22. Rzepka, S.: Lifelong learning in context - from local labor markets to the world wide web. Ph.D. thesis. Ruhr-Universität Bochum, Universitätsbibliothek (2018)

    Google Scholar 

  23. Scheffel, M., Drachsler, H., Toisoul, C., Ternier, S., Specht, M.: The proof of the pudding: examining validity and reliability of the evaluation framework for learning analytics. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 194–208. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_15

    Chapter  Google Scholar 

  24. Staubitz, T., Meinel, C.: Automated online proctoring of MOOCs - first results. In: Envisioning Report on Quality and Recognition of MOOCs. EADTU (2018, submitted)

    Google Scholar 

  25. Wilkowski, J., Deutsch, A., Russell, D.M.: Student skill and goal achievement in the mapping with Google MOOC. In: Proceedings of the First ACM Conference on Learning @ Scale Conference, L@S 2014, pp. 3–10. ACM (2014). https://doi.org/10.1145/2556325.2566240

  26. Yeomans, M., Reich, J.: Planning prompts increase and forecast course completion in massive open online courses. In: Proceedings of the Seventh International Learning Analytics & Knowledge Conference, LAK 2017, pp. 464–473. ACM (2017). https://doi.org/10.1145/3027385.3027416

  27. Zhang, X., Li, C., Li, S.W., Zue, V.: Automated segmentation of MOOC lectures towards customized learning. In: IEEE 16th International Conference on Advanced Learning Technologies (ICALT 2016), pp. 20–22 (2016). https://doi.org/10.1109/ICALT.2016.25

  28. Zheng, S., Rosson, M.B., Shih, P.C., Carroll, J.M.: Understanding student motivation, behaviors and perceptions in MOOCs. In: Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, CSCW 2015, pp. 1882–1895. ACM (2015). https://doi.org/10.1145/2675133.2675217

  29. Zimmerman, B.J.: Models of self-regulated learning and academic achievement. In: Zimmerman, B.J., Schunk, D.H. (eds.) Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, pp. 1–25. Springer, New York (1989). https://doi.org/10.1007/978-1-4612-3618-4_1

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Hasso Plattner Institute, Prof.-Dr.-Helmert-Str. 2-3, 14482, Potsdam, Germany

    Tobias Rohloff & Christoph Meinel

Authors
  1. Tobias Rohloff
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christoph Meinel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tobias Rohloff .

Editor information

Editors and Affiliations

  1. Graz University of Technology, Graz, Austria

    Viktoria Pammer-Schindler

  2. Pontificia Universidad Católica de Chile, Providencia, Santiago de Chile, Chile

    Mar Pérez-Sanagustín

  3. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt, Germany

    Hendrik Drachsler

  4. RayCom BV, Utrecht, Utrecht, The Netherlands

    Raymond Elferink

  5. Open University Netherlands, Heerlen, The Netherlands

    Maren Scheffel

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Rohloff, T., Meinel, C. (2018). Towards Personalized Learning Objectives in MOOCs. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-98572-5_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-98571-8

  • Online ISBN: 978-3-319-98572-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation