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Abstract

While MOOCS have emerged as a new form of open online education around the world, research is still lagging behind to come up with a sound theoretical basis that can cover the impact of socio- economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome expectations, learning experience, and economic return on taking and completing Massive Open Online Courses (MOOCs). The potential diversity of participants of MOOCs has been taken as a starting point to develop a theoretical model and survey instrument with the goal to establish a large-scale, cross-provider data collection of participants of (European) MOOCs. This article provides an overview of the theoretical model, the start-phase of the project, and reflects on first experiences with the cross- provider data collection.
Original languageEnglish
Pages (from-to)62-77
Number of pages16
JournalThe International Review of Research in Open and Distributed Learning (IRRODL)
Volume16
Issue number6
Publication statusPublished - Nov 2015

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experience
lifelong learning
economics
learning
education

Keywords

  • MOOCs
  • open education
  • MOOCKnowledge
  • reasoned action approach
  • intention-behaviour gap
  • self-determination theory

Cite this

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title = "Setting-up a European Cross-Provider Data Collection on Open Online Courses",
abstract = "While MOOCS have emerged as a new form of open online education around the world, research is still lagging behind to come up with a sound theoretical basis that can cover the impact of socio- economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome expectations, learning experience, and economic return on taking and completing Massive Open Online Courses (MOOCs). The potential diversity of participants of MOOCs has been taken as a starting point to develop a theoretical model and survey instrument with the goal to establish a large-scale, cross-provider data collection of participants of (European) MOOCs. This article provides an overview of the theoretical model, the start-phase of the project, and reflects on first experiences with the cross- provider data collection.",
keywords = "MOOCs, open education, MOOCKnowledge, reasoned action approach, intention-behaviour gap, self-determination theory",
author = "Marco Kalz and Karel Kreijns and Jaap Walhout and Jonatan Casta{\~n}o-Mu{\~n}oz and Anna Espasa and Edmundo Tovar",
year = "2015",
month = "11",
language = "English",
volume = "16",
pages = "62--77",
journal = "The International Review of Research in Open and Distributed Learning (IRRODL)",
issn = "1492-3831",
publisher = "Athabasca University Press",
number = "6",

}

Setting-up a European Cross-Provider Data Collection on Open Online Courses. / Kalz, Marco; Kreijns, Karel; Walhout, Jaap; Castaño-Muñoz, Jonatan; Espasa, Anna; Tovar, Edmundo.

In: The International Review of Research in Open and Distributed Learning (IRRODL), Vol. 16, No. 6, 11.2015, p. 62-77.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - Kalz, Marco

AU - Kreijns, Karel

AU - Walhout, Jaap

AU - Castaño-Muñoz, Jonatan

AU - Espasa, Anna

AU - Tovar, Edmundo

PY - 2015/11

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JO - The International Review of Research in Open and Distributed Learning (IRRODL)

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