author={D. Gamage and I. Perera and S. Fernando},
Massive Open Online Courses (MOOCs) are found to be the latest disruption in online education. Since 2012 up to day, there are many MOOCs introduced in many platforms. Some of the platforms are namely Coursera, edX, NovoEd, FutureLearn, Open2Study. For an instance Coursera has more than 700 courses in their platform. Although there is increase demand for online courses, very less percentage of participants complete the courses. Some researchers claim this is due to lack of self discipline, yet… Expand
MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms
Overall collaboration opportunities in platforms are significantly less than the opportunities to interact, and 5 design recommendations are provided and a future direction for MOOC platform designs which en-ables facilitation to engineering education through MOOCs are provided. Expand
Increasing interactivity and collaborativeness in MOOCs using facilitated groups: A pedagogical solution to meet 21st century goals
This research introduces a facilitator driven group learning pedagogy inspired by cMOOCs, which will increase the student interactivity, provide a medium where they can collaborate and be creative and explains the detail design goals and analogies behind features. Expand
Education for Sustainable Development—The Case of Massive Open Online Courses
Education for Sustainable Development (ESD) is a key instrument in transforming societies towards sustainable development, which can play a crucial role in the achievement of Agenda 2030 SustainableExpand
Designing Adaptive Online Mathematics Course Based on Individualization Learning.
The article provides a possible option of how first-year students of Russian universities adapt to mastering higher mathematics. The purpose of the research is the development of methodologicalExpand
Harnessing information and communication technologies for effective knowledge creation: Shaping the future of education
The paper found that the online model cannot replace the brick and mortar model completely but will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. Expand
Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC
This paper uses data mining from a French project management MOOC to study learners’ performance (i.e., grades and persistence) based on a series of variables: age, educational background,Expand
Technology-Enabled Learning: Policy, Pedagogy and Practice
This publication, based mostly on various technology-enabled learning (TEL) projects from the last five years, presents diverse experiences of TEL from a critical research perspective, offeringExpand
Development of research on social work practice in mainland China: Context, challenges, and opportunities
Research on social work practice is essential for developing an indigenized base of knowledge. In China, while social work education has grown rapidly, much of what is taught – and many social work...


What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs
From a large survey targeting learners as well as professors, the learning analytics and assessment categories were found to be the key features for effective MOOCs. Expand
Dropout: MOOC participants’perspective
Massive Open Online Courses (MOOCs) open up learning opportunities to a large number of people. A small percentage (around 10%) of the large numbers of participants enrolling in MOOCs manage toExpand
The pedagogical foundations of massive open online courses
The evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts, and in some aspects, they may actually improve learning outcomes. Expand
Perspectives on MOOC quality : An account of the EFQUEL MOOC Quality Project
Massive Open Online Courses (MOOC) represent a recent stage in open education. In more and more institutions they are moving from an early entrepreneurial stage into the reality. The rapidly risingExpand
Dropout rates of massive open online courses : behavioural patterns
Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are stillExpand
Beyond hype and underestimation: identifying research challenges for the future of MOOCs
Massive open online courses (MOOCs) have generated enthusiasm, excitement, and hype worldwide and recently increasing skepticism. They are being broadly discussed in the major news media (and to aExpand
MOOCs: A systematic study of the published literature 2008-2012
This paper is believed to be the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. Expand
Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences
This report presents an evaluation of the Open Learning Design Studio MOOC (OLDS MOOC) that took place between January and March 2013. This evaluation focuses on the experience of those whoExpand
Instructional quality of Massive Open Online Courses (MOOCs)
An analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs) found that the majority of MOOCs scored poorly on most instructional design principles, however, most MOocs scored highly on organisation and presentation of course material. Expand
MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs Los MOOC como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOC.
The 7Cs of Learning Design framework is described, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance. Expand