Facilitating goal setting and planning to enhance online self-regulation of learning

Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII...

Online Laboratory Sessions for the Education of Electrical Machines and Drives

This paper presents a method to implement online laboratory sessions for education in Electrical Engineering on subjects related to electrical machines and drives. The assignments for the laboratory sessions consist of: the preparation homework, where students have to study relevant theories; the development of circuit simulations; and the...

The Real-Time Learning Tracker: Real-Time Learner Feedback for Encouraging Self-Regulation & Metacognition in MOOCS

Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses and reduce the gap between the most privileged and the most disadvantaged learners worldwide. However, this potential is overshadowed by low completion rates, often below 15%. Due to the high level of autonomy that is required...

Decomposing the Complexity of Value: Integration of Digital Transformation of Education with Circular Economy Transition

In this article, we highlight the pressing need for integrating the windows of opportunities that digital transformation of education opens up with circular economy education to accelerate the achievements of sustainability outcomes. Circular economy transition, as a multi-scalar process, relates to several contexts, e.g., product, firm,...

Gamification in MOOCs - General Overview

It has been 10 years since the first MOOC was prepared by George Siemens and Stephen Downes on connectivism and connected knowledge at the University of Manitoba. From 25 participants only to hundreds of thousands of students in 2011, MOOCs became a hype in technology-enhanced learning context. Nevertheless, the phenomenon of MOOCs has become...

How can Gamification Improve MOOC Student Engagement?

Massive Open Online Courses (MOOCs) require students’ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with...

Follow the successful crowd: Raising MOOC completion rates through social comparison at scale

Social comparison theory asserts that we establish our social and personal worth by comparing ourselves to others. In in-person learning environments, social comparison offers students critical feedback on how to behave and be successful. By contrast, online learning environments afford fewer social cues to facilitate social comparison. Can...

The Learning Tracker: A Learner Dashboard that Encourages Self-regulation in MOOC Learners

Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses and reduce the gap between the most privileged and the most disadvantaged learners worldwide. However, this potential is overshadowed by low completion rates, often below 15%. Due to the high level of autonomy that is required...

Making MOOCS

The first two Massive Open Online Courses (MOOCs) were completed late last year, and the sequel is undergoing intensive preparation. The pioneers look back. “To meet the deadlines, we even made recordings at midnight