MoocCast: evaluating mobile-screencast for online courses

Bernardo Tabuenca*, Marco Kalz, Ansje Löhr

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces toward a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. The contribution from this manuscript is threefold: First, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified; second, mobile-screencast is evaluated as a solution for improved accessibility in online courses; third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This tool can be reused and adapted in further MOOC implementations. Finally, lessons learned are discussed and cues for future implementations are challenged.
Original languageEnglish
Pages (from-to)745-753
Number of pages9
JournalUniversal Access in the Information Society
Volume17
Issue number4
Early online date6 Mar 2017
DOIs
Publication statusPublished - Nov 2018

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Students
Smartphones
Education

Keywords

  • MOOCs
  • Mobile Learning
  • Screencast

Cite this

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title = "MoocCast: evaluating mobile-screencast for online courses",
abstract = "The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces toward a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. The contribution from this manuscript is threefold: First, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified; second, mobile-screencast is evaluated as a solution for improved accessibility in online courses; third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This tool can be reused and adapted in further MOOC implementations. Finally, lessons learned are discussed and cues for future implementations are challenged.",
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MoocCast : evaluating mobile-screencast for online courses. / Tabuenca, Bernardo; Kalz, Marco; Löhr, Ansje.

In: Universal Access in the Information Society, Vol. 17, No. 4, 11.2018, p. 745-753.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - MoocCast

T2 - evaluating mobile-screencast for online courses

AU - Tabuenca, Bernardo

AU - Kalz, Marco

AU - Löhr, Ansje

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N2 - The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces toward a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. The contribution from this manuscript is threefold: First, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified; second, mobile-screencast is evaluated as a solution for improved accessibility in online courses; third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This tool can be reused and adapted in further MOOC implementations. Finally, lessons learned are discussed and cues for future implementations are challenged.

AB - The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces toward a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. The contribution from this manuscript is threefold: First, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified; second, mobile-screencast is evaluated as a solution for improved accessibility in online courses; third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This tool can be reused and adapted in further MOOC implementations. Finally, lessons learned are discussed and cues for future implementations are challenged.

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