Massive Open Online Courses: Combining Methodologies and Architecture for a Success Learning
J.UCS Special Issue
Rocael Hernández Rizzardini
(Galileo University, Guatemala
roc@galileo.edu)
Francisco J. García-Peñalvo
(Director GRIAL, University of Salamanca, Salamanca, Spain
fgarcia@usal.es)
Carlos Delgado Kloos
(Universidad Carlos III de Madrid, Spain
cdk@it.uc3m.es)
Internet worldwide adoption has influenced several trends in human
behavior, and social phenomena represented through the ever-increasing
popularity of social networks have created new conversational
arenas. New media-sharing technologies have allowed users to consume
information from countless sources, including media that have been
remixed and co-created by a crowd. Teachers' roles are evolving toward
amplifying, curating, aggregating, filtering, modeling, knowledge
sense-making, and so on in a course. Massive Open Online Courses
(MOOCs) have emerged as an educational disruptive innovation. Early
experiences from Wiley, Couros, Siemens, and Downes in North America
were created to take advantage of the vast number of interested
learners, eager to take such MOOCs. Moreover, Hernández Rizzardini and
Delgado in Latin America had already achieved the same results some
years earlier (from 2005 to 2007). Along with the opportunities that
arose, a variety of problems appeared, including high dropout rates,
student anonymity, insufficient support, and several other issues such
as student assessment and communication overflow. Furthermore, MOOCs
brought about a set of new challenges in meeting all these demands
with enhanced and scalable technology, using innovative tools to
improve the learning experience.
We have received excellent contributions which were included in this
special issue. Different contexts are covered, such as analytics,
adaptability, orchestration, tool innovation, course development, and
mobile assistants. The use of Semantic Web technologies has become
relevant, first by orchestrating innovative learning activities using
cloud-based tools (Web 2.0 tools) through a Linked Data automatic
advanced interoperability approach. Moreover, Linked Data is also
used to find Open Educational Resources to provide improved MOOCs
development. Models for emotion detection analytics, adaptability,
and knowledge management, along with their corresponding frameworks,
provide enhanced insights into the educational experience.
Finally, a
personalized mobile application aimed to improve retention rates is
presented. Several new technological frameworks are introduced, with
a wide range of scenarios, case studies with learners from over 20
countries, various pedagogical perspectives, and a diverse array of
evaluation approaches.
The first paper, by Derick Leony et al., titled "Detection and
Evaluation of Emotions in Massive Open Online Courses" presents an
innovative approach for determining learners' emotions by analyzing
their behavior in a MOOC using the aforementioned platform. Four
models are proposed based on pedagogical theories that support the
models. The initial results are promising and could enable enhanced
adaptability of the learning experience.
In the paper "Cloud Interoperability Service Architecture for
Education Environments", Rocael Hernández Rizzardini introduces
a robust architecture to enable the use of cloud-based tools (e.g.,
Web 2.0 tools) for MOOCs. Furthermore, this architecture can
automatically identify such tools as Web APIs and process such APIs to
present administrative UI controls to enable teachers to orchestrate
the learning experience. The architecture uses advanced yet practical
Semantic Web technologies and finally presents an actual MOOC that
uses such architecture.
The article "Seeking Open Educational Resources to Compose Massive
Open Online Courses in Engineering Education - An Approach Based on
Linked Open Data" by Nelson Piedra et al. presents a comprehensive
architecture for finding open educational resources using Semantic Web
and Linked Data. The authors elaborated on a use case of building MOOC
content through the presented architecture and provided a comparison
with one published MOOC. This research fosters the possibility of
enriching the content-production process for MOOCs.
The paper by Ángel Fidalgo-Blanco et al. titled "Methodological
Approach and Technological Framework to Break the Current Limitations
of MOOC Model" provides a methodology that integrates both cMOOCs
and xMOOCs with adaptability and knowledge management along with the
corresponding technology to support it. Results demonstrate
improvements both quantitatively and qualitatively, developing a path
to be followed by MOOCs, especially in terms of reducing current
dropout rates.
Finally, the paper "My Learning Mentor: A Mobile App to Support
Learners Participating in MOOCs" by Carlos Alario-Hoyos et
al. offers another technological approach to help improve retention in
MOOCs via a mobile application that focuses on support and
personalized advice for learners enrolled in a MOOC. Practical
examples are presented, with the related architecture to implement
such service. The prototype needs further evaluation, but the early
results show great potential.
We would like to recognize all our colleagues who served as reviewers
for this special issue as well as the authors for their
professionalism. The J.UCS Managing Editor Christian Gütl deserves
special recognition for his continual support as does Assistant Editor
Dana Kaiser for all her assistance offered throughout the process.
Finally, we hope this special issue contributes to the research
community and sparks new ideas for future MOOC research.
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