Schlagwort: emoocs

Veröffentlicht am

[publication] Empowering Non-specialist Teachers and Students in Coding: A Case Study of a Python MOOC in an Austrian High School

Our publication titled „Empowering Non-specialist Teachers and Students in Coding: A Case Study of a Python MOOC in an Austrian High School“ was published.

Abstract:
This paper explores the integration of a Massive Open Online Course (MOOC) into the computer science curriculum of fifth-grade classes at an Austrian high school (so called “Gymnasium”) to introduce students to Python programming. A total of 42 students were surveyed, and two non-specialist teachers with no to little programming experience were interviewed to assess the MOOC’s impact and practical feasibility. While the MOOC provided a valuable entry point for many students in programming and online learning, the results also highlighted several challenges. Although over half of the students (57%) rated the MOOC as ‘very useful’ or ‘useful’, motivation for further self-learning was moderate, and only a subset expressed interest in continuing coding independently. Teachers appreciated the structured content and expert-led videos, which enabled them to facilitate programming instruction despite their limited technical background. However, they also reported difficulties in meeting the diverse pacing needs of students. These findings indicate that while MOOCs can offer accessible resources for both students and non-specialist teachers, their effectiveness depends on thoughtful integration and scaffolding. The study offers insights into the conditions under which MOOCs may support secondary level coding education, particularly in contexts with limited access to qualified computer science educators.

[full paper @ publisher’s homepage]
[full paper @ ResearchGate]

Reference: Wolf, D., Ebner, M. (2026). Empowering Non-specialist Teachers and Students in Coding: A Case Study of a Python MOOC in an Austrian High School. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_7

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of MOOCS and secondary education.

Veröffentlicht am

[publication] Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors #imoox #tugraz #research

Our publication about „Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors“ got published.

Abstract:
The integration of generative AI (genAI) chatbots into Massive Open Online Courses (MOOCs) presents new opportunities for supporting self-regulated learning (SRL). This study examines 1,302 chat-bot interactions from two Austrian blended MOOCs, where a retrieval-augmented generation (RAG) chatbot based on GPT 4o-mini was deployed to assist students. Using the process-action framework by Lai (2024), we categorize chatbot interactions into key SRL processes: defining , seeking, engaging, and reflecting. Results show that students predominantly use the chatbot for information retrieval, content summarization, and quiz-based reinforcement, with 41% of interactions classified as information search queries and 17% as rehearsal. However, engagement with metacognitive SRL strategies, such as goal setting and self-evaluation, remains low. Additionally, non-learning interactions, including humor-driven conversations, functional queries, and prompt injection attempts, showcase ways students interact with AI in educational settings. Based on our findings, we propose refinements to the existing SRL process-action framework, incorporating new categories to better account for genAI chatbot-specific interactions, such as Evaluation of Information Quality and Reformatting. We discuss implications for chat-bot integration in MOOCs, emphasizing AI-generated quizzes, structured feedback, and safeguards against misuse.

[article @ book’s homepage]
[draft @ ResearchGate]

Rerence: Brünner, B., Ebner, M., Schön, S. (2025). Exploring GenAI Chatbots in MOOCs: Analyzing Student Interactions and Self-regulated Learning Behaviors. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_2

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education using a Chatbot within a MOOC-platform (iMooX.at)

Veröffentlicht am

[presentation] Implementing multilingual MOOCs in European University Alliances with the help of AI usage, LTI and open licenses: Technical & organizational challenges #tugraz #emoocs2025

We also presented one paper within the Experience Track of the EMOOCs 2025 conference in Paris. This time the presentation was about „Implementing multilingual MOOCs in European University Alliances with the help of AI usage, LTI and open licenses: Technical & organizational challenges (Presentation)„. Our slides are, of course, available online.

[Link to the slides]

Veröffentlicht am

[publication] Impact Assessment of a MOOC Platform Considerations, Development, and Results #imoox #emoocs

Our contribution on „Impact Assessment of a MOOC Platform Considerations, Development, and Results“ was published at EMOOCs 2023 conference.

Abstract:
In 2020, the project „iMooX-The MOOC Platform as a Service for all Austrian Universities“ was launched. It is co-financed by the Austrian Ministry of Education, Science and Research. After half of the funding period, the project management wants to assess and share results and outcomes but also address (potential) additional „impacts“ of the MOOC platform. Building upon work on OER impact assessment, this contribution describes in detail how the specific iMooX.at approach of impact measurement was developed. Literature review, stakeholder analysis, and problem-based interviews were the base for developing a questionnaire addressing the defined key stakeholder „MOOC creators“. The article also presents the survey results in English for the first time but focuses more on the development, strengths, and weaknesses of the selected methods. The article is seen as a contribution to the further development of impact assessment for MOOC platforms.

[full article @ ResearchGate]

Reference: Ebner, M., Edelsbrunner, S., Hohla-Sejkora, K., Mair, B., Schön. S., Lipp, S., Steinkellner, I., Stojcevic, I. & Zwiauer, C. (2023) Impact Assessment of a MOOC Platform Considerations, Development, and Results. EMOOCs 2023, 171-186 [.pdf]

Veröffentlicht am

[publication] A Metastandard for the International Exchange of MOOCs – The MOOChub as First Prototype #imoox #moochub #emoocs

Our contribution about „A Metastandard for the International Exchange of MOOCs – The MOOChub as First Prototype“ for the EMOOCs 2023 was published.

Abstract:
The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported.

[full article @ ResearchGate]

Reference: Staubitz, T., Serth, S., Max, T., Ebner, M., Koschutnig-Ebner, M., Rampelt, F., von Stellen, A. & Wittke, A. (2023) A Metastandard for the International Exchange of MOOCs – The MOOChub as First Prototype. EMOOCs 2023, 147-161 [.pdf]

Veröffentlicht am

[publication] Role of MOOCs and Imoox for Austrian Universities Analysis of Performance Agreements and Activities at imoox #imoox #emoocs

We did a publication about „Role of MOOCs and Imoox for Austrian Universities Analysis of Performance Agreements and Activities at imoox“ for the EMOOCS 2023 conference.

Abstract:
This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022-2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 %) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education.

[full paper @ ResearchGate]

Reference: Ebner, M., Edelsbrunner, S., Hohla-Sejkora, K., Lipp, S., & Schön. S. (2023) Role of MOOCs and Imoox for Austrian Universities. EMOOCs 2023, 77-94 [.pdf]