Massive open online courses (MOOCs) can potentially affect the lives of millions of people, but there is little research on how a programming MOOC could affect participants' lives after participation. In Estonia, we have organised several programming MOOCs over the years, attended by over 14,000 people. This inspired us to develop and validate a…

We study the Tutoring Online Program (TOP), where: (i) tutoring is entirely online; (ii) tutors are volunteer university students, matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring…

Massive Open Online Courses (MOOCs) are getting popularity among the stake holders of education as they are assets for the learners as well as teachers. The emergence of education hubs and the fast expansion of MOOCs is a reflection of the changing landscape of cross-border higher education. The online mode of distant education has become very…

High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of…

Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners' engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same…

Interest in service learning has increased in the past two decades, partly due to recent accumulation of knowledge about its beneficial outcomes to participants and society. This manuscript describes a small group basic communication course taught in a service learning format at a small liberal arts college. Qualitative comments as well as…

The purpose of this study is to classify the predictors of satisfaction and intention to use in Massive Open Online Courses (MOOC). Informed by a scientific literature review, this work poses a behavioral model to explain intention to use via various constructs. To this end, the authors have carried out a study through an online survey of Spanish…

Massive Open Online Courses (MOOCs) have been challenging the traditional model of higher education since their appearance in 2008. Nowadays they draw a great deal of attention from all the parties involved: students, teachers, administrators and investors. Although such courses offer a wide range of possibilities and hold considerable potential,…

Massive open online courses (MOOCs) are one of the overarching topics of our times but have been subject to several controversial debates in recent years. Hitherto, the discussion has mainly focused either on some distinct success criteria for MOOCs, including technical features, enrolment numbers and dropout rates, or on the instructional…

This paper describes the on-line courses for sport technicians. It approaches them to show the virtues of this formative modality. In the Educational Spanish System, the sportive technician training is part of special teaching, and many of specialties are in transitional period. The final of this period concludes in the official recognition of the…

The release of "China MOOCs Action Declaration" signifies the strategic role of Massive Open Online Courses (MOOCs) in China's national education. Compared with traditional face-to-face instruction, MOOCs have distinctive advantages, such as their large scale, openness, accessibility, flexibility and convenience, so they have shown great…

We propose a minimum learning judgment system that is appropriate for online learning environments, and we verify this minimum learning judgment system through various experiments. By focusing on the learning effort, this system can easily and quickly determine whether learners have exerted the minimum effort required for learning. To do this, the…

The Council of Independent Colleges (CIC) Consortium for Online Humanities Instruction was launched in 2014 with a series of specific questions about the quality, effectiveness, and efficiency of online teaching and learning. As this report documents, many but not all of the questions were answered during the course of the project. Students and…

The uptake of Massive Open Online Courses (MOOCs) has been substantial and they continue to flourish as an educational delivery model. Much of the available literature regarding student retention and completions in MOOCs comes from university-designed courses. The Vocational Education and Training (VET) sector has lagged behind its university…

Massive Open Online Courses (MOOCs) are widely used to deliver specialized education and training in different fields. Determining the effectiveness of these courses is an integral part of delivering comprehensive, high-quality learning. This study is an evaluation of a MOOC offered by Imperial College London in collaboration with Health iQ…