Presentation with statements of important aspects and dimensions of MOOC research, as presented during Internal MOOC Confertence, Capri (http://www.di-arezzo.fr/partition/partition+classique/p%C3%A9dagogie+instrumentale/partition-pour-fl%C3%BBte+traversi%C3%A8re/Louis+Drouet/25+Etudes+C%C3%A9l%C3%A8bres/LEDUC00445.html ) Including example of report of macro level Institutional MOOC strategies in Europe ( http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf )

1. Rebooting MOOC Research: Learning
Analytics and Beyond
Darco Jansen

2. Rebooting MOOC research
• Why MOOC needs a specific research field?
• What is so special about MOOCs?
• And what kind of research is connected to that?
• MOOC research at a
• Micro level
• Meso level
• Marco level

3. Increased interest in Online Education
• Major investments of many universities in publishing course
materials online.
• The ongoing evolution of technology also introduces emerging
online support services
• New technology enables the possibility to teach over 100.000
students at the same time in the same course.
(e.g., MOOC – for Massive Open Online Course)
Darco Jansen

4. But what is Open Education?
• Open universities : an open-door academic policy, i.e. no entry
requirements and they are ”open” to all students.
• Open access(ibility); freedom of time, pace and place; open
programming; open to people.
• New openness : free/gratis – open licences
• an approach to education that seeks to remove all unnecessary
barriers to learning, while aiming to provide students with a
reasonable chance of success in an education and training system
centred on their specific needs and located in multiple arenas of
learning.
Darco Jansen

5. Definition MOOCs
• Proposal by EU-funded MOOCs projects:
MOOCs are online courses designed for large numbers of
participants, that can be accessed by anyone anywhere as long as
they have an internet connection, are open to everyone without
entry qualifications, and offer a full/complete course experience
online for free
• Recently validated by survey “Institutional MOOC strategies in Europe”
• Wikipedia: A massive open online course (MOOC) is an online course aimed at unlimited
participation and open access via the web. In addition to traditional course materials such as
videos, readings, and problem sets, MOOCs provide interactive user forums that help build a
community for students, professors, and teaching assistants

6. What is so special about MOOCs?
Position MOOCs determines scope of research
• It is a political instrument and as such a concept that should be
broadly defined.
• It is a new boost to online education: MOOC, mOOC, SPOC,
SOOC, DOCC, LOOC, MOOR, ROOC, HOOC, COOC
• It’s all about massive - scalability
• MOOC are *the* instrument for opening up education to all –
equity – equality – social mobility

7. Topics of MOOC research….
• For learners – participants MOOCs
• Motivation – intensions participants
• Non formal vs formal learning
• Learning analytics to provide knowledge to each
participant of the (learning) progress
• Learning analytics / SNA to provide information about
group – community level
• For Teachers/Educational Developers
• How to design for the massive such that the efforts of all
services does not increase significantly as the number of
participants increases
• Dashboard to tutors to guide participant / group /
communities

8. Topics of MOOC research….
• Educational
• Economic
• Technological
• Legal
• Quality Assurance
• Accreditation
• Strategic
• Society

10. Institutional strategies E-learning and MOOCs
• US survey 2013 and 2014 on e-learning and MOOCs
Survey already conducted since 2002: >2000 US institutions
• EUA survey 2013 on e-learning and MOOCs
New survey: 249 institutions in 38 countries Europe
• HOME survey 2014 on MOOCs
New survey: 67 institutions in 22 countries Europe

11. Jansen, D. & Schuwer, R.
(2015). Institutional MOOC
strategies in Europe
Status report based on a
mapping survey conducted in
October - December 2014.
EADTU – HOME project
http://www.eadtu.eu/docum
ents/Publications/OEenM/In
stitutional_MOOC_strategies
_in_Europe.pdf

13. MOOC offering
• EADTU/HOME (2014): From the participating institutions 47,8% is
offering a MOOC (17,9% offers five or more MOOCs). In total 71,7%
of the institutions has a MOOC or is planning to develop one
• EUA (2013): about 58% of the European institution is having a
MOOC or planning to introduce them
• JRC-IPTS (2015): ranging from 25% in Germany to about 60% in
France
• In the US the number of institutions having a MOOC or planning to
introduce them has decreased from 14,3% (2013) to 13,6% (2014)
• This confirms the EUA statement that ‘interest in MOOCs has far
from peaked in Europe’.
Darco Jansen

19. Reflections on MOOCs
• European institution more involved in MOOCs than the US
• The number of European institutions with MOOC involvement is increasing
• MOOCs are perceived as a sustainable method for offering courses in
Europe.
• In Europe the institutions are increasingly developing a positive attitude to
MOOCs and have positive experiences for the added values of MOOCs.
• Most dominant objective in all studies is to increase institutional visibility
and using MOOCs for reputation reasons.
• In the US using MOOCs for student recruitment is seen as the most
important primary objective of institutions, while in Europe it is rather to
reach new students and creating flexible learning opportunities
Darco Jansen

20. Thank you!!!
Darco.Jansen@eadtu.eu
Coordinator
Coordinator
Participant BizMOOC and