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Online teaching has become a new reality due to the COVID-19 pandemic raising a lot of questions about its learning outcomes. Recent studies have shown that peer communication positively affects learning outcomes of online teaching.…
Connectivist MOOCs (cMOOCs) rely on learner-driven interaction, yet their intentionally light facilitation makes it difficult to design generative AI participation that is both scalable and educationally productive. This design-based…
Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students…
Massive Open Online Courses (MOOC) are seen as a next step in distance online learning. In the MOOC vision, large numbers of students can access the course content over the Internet and complete courses at their own pace while interacting…
A typical problem in MOOCs is the missing opportunity for course conductors to individually support students in overcoming their problems and misconceptions. This paper presents the results of automatically intervening on struggling…
The Web has enabled one of the most visible recent developments in education---the deployment of massive open online courses. With their global reach and often staggering enrollments, MOOCs have the potential to become a major new mechanism…
The growing popularity of generative AI, particularly ChatGPT, has sparked both enthusiasm and caution among practitioners and researchers in education. To effectively harness the full potential of ChatGPT in educational contexts, it is…
Massive open online courses (MOOC) describe platforms where users with completely different backgrounds subscribe to various courses on offer. MOOC forums and discussion boards offer learners a medium to communicate with each other and…
Learning analytics can guide human tutors to efficiently address motivational barriers to learning that AI systems struggle to support. Students become more engaged when they receive human attention. However, what occurs during short…
Massive Open Online Courses (MOOCs) bring together a global crowd of thousands of learners for several weeks or months. In theory, the openness and scale of MOOCs can promote iterative dialogue that facilitates group cognition and knowledge…
The birth of massive open online courses (MOOCs) has had an undeniable effect on how teaching is being delivered. It seems that traditional in class teaching is becoming less popular with the young generation, the generation that wants to…
The study explores whether the use of Twitter in Massive Open Online Courses (MOOCs) promotes the interaction among learners. The social network analysis shows that instructors still play a very central role in the social media…
While there is evidence that user-adaptive support can greatly enhance the effectiveness of educational systems, designing such support for exploratory learning environments (e.g., simulations) is still challenging due to the open-ended…
Programming instructors often conduct collaborative learning activities, such as Peer Instruction (PI), to enhance student motivation, engagement, and learning gains. However, the impact of group discussion and formation mechanisms on…
This paper presents a novel approach to understand specific student behavior in MOOCs. Instructors currently perceive participants only as one homogeneous group. In order to improve learning outcomes, they encourage students to get active…
MOOC participants often feel isolated and disconnected from their peers. Navigating meaningful peer interactions, generating a sense of belonging, and achieving social presence are all major challenges for MOOC platforms. MOOC users often…
With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. The hope is that this new surge of development will bring the…
Delivering personalised, formative feedback to multiple problem-based learning groups in a short time period can be almost impossible. We employed ChatGPT to provide personalised formative feedback in a one-hour Zoom break-out room activity…
Massive Online Open Courses (MOOCs) which were introduced in 2008 has since drawn attention around the world for both its advantages as well as criticism on its drawbacks. One of the issues in MOOCs which is the lack of interactivity with…
With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. In this paper, we investigate potential reasons as to why are…