Instructors face challenges in facilitating higher levels of shared cognition in large enrolment classes. One strategy to foster shared cognition is the use of asynchronous discussions; however, these can be difficult to support with large numbers of students. Online protocols have been found to help students take more ownership of the discussion,…

A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students' learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment.…

In university educational technology projects, collaborations with external partners pose a range of opportunities and challenges. Educational projects are often associated with unbundling of conventional higher education roles though there is limited empirical work in this area. This is particularly the case with massive open online courses…

Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training…

Despite the popular claim that massive open online courses (MOOCs) can democratise educational opportunities, this study suggests that current MOOC platforms are not designed to be accessible and inclusive for learners with disabilities. Our main goals in this study were to identify the needs and barriers that learners with visual impairments face…

The purpose of this study was to investigate instructor perspectives on the implementation of flipped classrooms in large enrolment classrooms. Five instructors teaching in different disciplines -- ranging from mechanical engineering to sociology -- were purposefully selected to provide in-depth analysis of the process of converting a traditional…

This research analysed social MOOCs (sMOOCs), which are characterised by the involvement and the interaction of participants in a model based on intercreativity, with the final objective of transferring knowledge by an agile replicating process. The fieldwork focused on the analysis of the sMOOC "Step by Step" of the European…

The multiple synchronous smart classroom learning environment (MSSC) is an alternative educational context that describes several active learning classrooms, connected through synchronous broadcasting technology. MSSC provides conceptually new capabilities to maximise both student learning and instructor efficiency. However, MSSC lacks an…

Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners' needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid…

Drawing on data from five large enrolment introductory courses in a public university, we compared students' perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures,…

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates…

Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves…

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners' MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by…

An instructor tried using connectivism to teach an online graduate Education course called Teaching in a Virtual World. As a way to embody the many connections inherent in the group, all members of the class created and taught modules of their own choosing to each other. The instructor and two former students reflected together online in depth…

The audience response system--technology that allows immediate compilation and display of a group's multiple choice input--is being shown effective in the classroom both in engaging students and providing real time, formative assessment of comprehension. This paper looks at its further potential as an alternative for summative assessment,…