Percorrer por autor "Stracke, Christian"
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- Fostering quality in MOOCs: a european approachPublication . Stracke, Christian; Sgouropoulou, C.; Vassiliadis, Bill; Kameas, Achiles; Teixeira, António; Pinto, Maria do Carmo TeixeiraSocietal, educationaland personal changes have brought Open (Online) Education in the forefront of the global learning setting. One of the most significant challenges behind the EU Modernization Agenda is for education to respond to the characteristics of future students and to new needs in society. According to the Europe 2020 agenda, 40% of young people should complete higher education studies by 2020. The entire European university sector witnesses an increase of student numbers. Conventional learning methods are suboptimalsolutions for these massive student numbers. Thus, important questions and issues arise: How can we anticipate increasing student numbers combined with the likelihood of lower funding? How should we combine online and traditional formats to devise sustainable university business-models? In order to address these challenges Europe is investing in flexible educational solutions as this is embraced by the EC in its Open Educational Resource (OER) agenda. During the last years Massive Open Online Courses (MOOCs) became very popular: Since the year 2008, when the first MOOC was provided, the number of MOOCs is constantly increasing. The year 2012 was considered as the "Year of the MOOCs". However, MOOCs and OER are a good solution as long as they retain a certain level of quality. So far, experience and practice are leading to an increasing debate about their quality as an educational tool. The high drop-out rates of MOOCs that are typically measured in traditional distance education courses as well as in all formal education settings are discussed causing requests for rebooting MOOCs and the research on them and their quality. This article addresses the open issue of integration of quality approaches and mechanisms into the design of MOOCs through the development of a European MOOC Quality Reference Framework (QRF). The MOOC QRF provides a generic, organisation-wide system to help Higher Education Institutions and external stakeholders to design, develop, monitor, evaluate and improve the effectiveness of MOOCs along with the quality management practices. Based on flexible, configurable quality criteria and indicative descriptors, monitoring and reporting is adapted to organisational needs. The article presents the structure and quality dimensions of the MOOC QRF.It is based on the first international quality standard ISO/IEC 40180 and currently submitted to the European and international standardization committee (CEN TC 353 and ISO/IEC JTC1 SC36) for approval as first quality standard for MOOCs. The MOOC QRF is practical to encompass a wide range of approaches to quality assurance emphasizing that it is the quality of the outcomes that matters most in the design of MOOCs, thus leading to a new era of learning experiences in Europe.
- Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs. Findings from the Global MOOC Quality SurveyPublication . Stracke, Christian; Tan, Esther; Teixeira, António; Pinto, Maria do Carmo Teixeira; Kameas, Achiles; Vassiliadis, Bill; Sgouropoulou, CleoMassive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.