Learning Analytics (LA) is a field that aims to optimize learning through the study of dynamical processes occurring in the students' context. It covers the measurement, collection, analysis and... Show More

Learning Analytics (LA) is a field that aims to optimize learning through the study of dynamical processes occurring in the students' context. It covers the measurement, collection, analysis and reporting of data about students and their contexts. This study aims at surveying existing research on LA to identify approaches, topics, and needs for future research. A systematic mapping study is launched to find as much literature as possible. The 127 papers found (resulting in 116 works) are classified with respect to goals, data types, techniques, stakeholders and interventions. Despite the increasing interest in field, there are no studies relating it to the Massive Open Online Courses (MOOCs) context. The goal of this paper is twofold, first we present the systematic mapping on LA and after we analyze its findings in the MOOCs context. As results we provide an overview of LA and identify perspectives and challenges in the MOOCs context.

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of... Show More

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.

In consideration of shortcomings of general teachers' training module, such as less chance, inefficiency, theory-practice gap and short duration, we expounds the concept and process of teachers'... Show More

In consideration of shortcomings of general teachers' training module, such as less chance, inefficiency, theory-practice gap and short duration, we expounds the concept and process of teachers' training module based on MOOC, discusses how MOOC platform promote collaborative teachers' training development and improve teachers' training methods and other issues in this paper. This paper proposes collaborative teachers' training model with analysis and argumentation on theory, performance and learning support both inside and outside the classroom, aiming for a reference for every education trainers.

In this article, the authors provide a new approach to massive open online course: project based case learning. Although there are many online teaching websites, such as Coursera and Edx, most of... Show More

In this article, the authors provide a new approach to massive open online course: project based case learning. Although there are many online teaching websites, such as Coursera and Edx, most of the courses are video based. That is, students learn knowledge through watching lecture videos. This method may apply to theoretical subjects, but for engineering courses—since they have strong practical background—watching videos is not an effective way for these courses. In order to solve this problem, the authors offer this new approach: that is, students learn knowledge by playing as different roles and doing and concluding different tasks themselves. And all tasks form a whole project. This project based case learning method uses “learning-by-doing” as a central theme and E-learning as a carrier. Compared with video based learning, this new method is a combination of theory and practical operation that enable the students to master the knowledge in engineering subjects more thoroughly and profoundly.

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth... Show More

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.