Details
| Original language | English |
|---|---|
| Title of host publication | Non-Formal and Informal Science Learning in the ICT Era |
| Place of Publication | Cham |
| Pages | 51-79 |
| Number of pages | 29 |
| ISBN (electronic) | 978-981-15-6747-6 |
| Publication status | Published - 15 Sept 2020 |
Publication series
| Name | Lecture Notes in Educational Technology |
|---|---|
| ISSN (Print) | 2196-4963 |
| ISSN (electronic) | 2196-4971 |
Abstract
Web-based resources and massive open online courses (MOOCs) are promising forms of non-formal and technology-enhanced learning. Advantages are the flexibility regarding location and time and the possibilities for self-regulated learning. Furthermore, web technologies have considerably evolved over the past years, enabling complex interactive exercises and communication among the learners. However, online learning also has its challenges regarding, e.g., the motivation and low-completion rates in MOOCs. Following a design-based research methodology, we designed, developed, and evaluated a MOOC for the introduction of object-oriented programming. In three course runs, we collected extensive textual feedback from the participants which we analyzed inductive qualitative content analysis (QCA) by Mayring. We complement this with quantitative analyses regarding the performance of the learners in the course. The results give insights into the progress, preferences, and problems of learners in MOOCs. We furthermore used these results as a basis for adapting the course in the following iterations of our design-based research and observed a significant increase in the course completion rate.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Computer Science(all)
- Computer Science Applications
- Computer Science(all)
- Computer Networks and Communications
Cite this
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Non-Formal and Informal Science Learning in the ICT Era. Cham, 2020. p. 51-79 (Lecture Notes in Educational Technology).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Web-Based Learning in Computer Science: Insights into Progress and Problems of Learners in MOOCs
AU - Krugel, Johannes Arno
AU - Hubwieser, Peter
N1 - Funding information: This work was partially supported by the Dr.-Ing. Leonhard Lorenz-Stiftung (Grant No. 949/17) and the European Union’s Horizon 2020 research and innovation programme (grant agreement No. 787476). We thank Alexandra Funke and Marc Berges for developing parts of the course. We would furthermore like to thank all course participants for taking the time to provide their valuable feedback and the reviewers for the comments that helped to improve the exposition.
PY - 2020/9/15
Y1 - 2020/9/15
N2 - Web-based resources and massive open online courses (MOOCs) are promising forms of non-formal and technology-enhanced learning. Advantages are the flexibility regarding location and time and the possibilities for self-regulated learning. Furthermore, web technologies have considerably evolved over the past years, enabling complex interactive exercises and communication among the learners. However, online learning also has its challenges regarding, e.g., the motivation and low-completion rates in MOOCs. Following a design-based research methodology, we designed, developed, and evaluated a MOOC for the introduction of object-oriented programming. In three course runs, we collected extensive textual feedback from the participants which we analyzed inductive qualitative content analysis (QCA) by Mayring. We complement this with quantitative analyses regarding the performance of the learners in the course. The results give insights into the progress, preferences, and problems of learners in MOOCs. We furthermore used these results as a basis for adapting the course in the following iterations of our design-based research and observed a significant increase in the course completion rate.
AB - Web-based resources and massive open online courses (MOOCs) are promising forms of non-formal and technology-enhanced learning. Advantages are the flexibility regarding location and time and the possibilities for self-regulated learning. Furthermore, web technologies have considerably evolved over the past years, enabling complex interactive exercises and communication among the learners. However, online learning also has its challenges regarding, e.g., the motivation and low-completion rates in MOOCs. Following a design-based research methodology, we designed, developed, and evaluated a MOOC for the introduction of object-oriented programming. In three course runs, we collected extensive textual feedback from the participants which we analyzed inductive qualitative content analysis (QCA) by Mayring. We complement this with quantitative analyses regarding the performance of the learners in the course. The results give insights into the progress, preferences, and problems of learners in MOOCs. We furthermore used these results as a basis for adapting the course in the following iterations of our design-based research and observed a significant increase in the course completion rate.
UR - http://www.scopus.com/inward/record.url?scp=85091404869&partnerID=8YFLogxK
U2 - 10.1007/978-981-15-6747-6_4
DO - 10.1007/978-981-15-6747-6_4
M3 - Contribution to book/anthology
SN - 978-981-15-6746-9
T3 - Lecture Notes in Educational Technology
SP - 51
EP - 79
BT - Non-Formal and Informal Science Learning in the ICT Era
CY - Cham
ER -