Success prediction in Massive Open Online Courses (MOOCs) is now tackled in numerous works, but still needs new case studies to compare the solutions proposed. We study here a specific dataset from a French MOOC provided by the OpenClassrooms company, featuring 12 courses. We exploit various features present in the literature and test several…

The management of self-directed learning is especially critical for massive open online course (MOOC) learners. This mixed-method study investigated MOOC instructors' strategies to facilitate learners' self-management skills for SDL. The study used three data sources: (a) an online survey with 198 MOOC instructors; (b) semi-structured interviews…

Interactions that take place between MOOC users outside of discussion forums, and out of the reach of course designers, have received little attention from the scientific community despite their potential influence on learner retention. Based on an online survey, we found that MOOCs are often used as an activity among friends and family, and not…

In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies…

This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed…

This paper uses data mining from a French project management MOOC to study learners' performance (i.e., grades and persistence) based on a series of variables: age, educational background, socio-professional status, geographical area, gender, self- versus mandatory-enrollment, and learning intentions. Unlike most studies in this area, we focus on…

Purpose: This paper aims to develop a model of measuring student engagement in a blended-massive open online course (MOOC) context. MOOCs are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for "blended" course…

The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance…

Accessing higher education without having to overcome bureaucratic hurdles is a serious concern for refugees. Although empirical studies on the integration and success of refugees in higher education are scarce, the challenges related to this issue are becoming apparent. The Success and Opportunities for Refugees in Higher Education (SUCCESS)…

The ECO European Project funded by the European Commission is dedicated to bringing MOOCs to a new dimension by taking advantage of the new possibilities offered by the Social Web (O'Reilly, 2005). This paper focuses on the intercreative aspects of MOOCs. It takes a look at the characteristics of the new ECO MOOCs to see if they are designed and…

This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for…

A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the "language of instruction," used for interacting with course materials, and one's preferred language as the "language of participation,"…

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…