Our chapter about „What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?“ got published as part of the International Compendium of Theory, Research, Practice, and Policy of Learning, Design and Technology.
Abstract:
Massive open online courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners’ performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrates use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions, and to optimize learning with applicable and convenient interventions.
[Draft Version @ ResearchGate]
Reference: Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30
