The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design: A Conceptual Approach

Roland Klemke, Maka Eradze, Alessandra Antonaci

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs) for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs’ design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.
    Original languageEnglish
    Article number25
    Number of pages13
    JournalEducation Sciences
    Volume8
    Issue number1
    Publication statusPublished - 11 Feb 2018

    Keywords

    • flipped classroom
    • flipped MOOC
    • MOOC design
    • gamification
    • learning analytics

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    • gMOOCs – Flow and Persuasion to Gamify MOOCs

      Antonaci, A., Peter, D., Klemke, R., Bruysten, T., Stracke, C. M. & Specht, M., 1 Nov 2017, Games and Learning Alliance: 6th International Conference, GALA 2017, Lisbon, Portugal, December 5–7, 2017, Proceedings. Dias, J., Santos, P. A. & Veltkamp, R. C. (eds.). Springer, p. 126–136 (Lecture Notes in Computer Science, Vol. 10653).

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    • Identifying game elements suitable for MOOCs

      Antonaci, A., Klemke, R., Stracke, C. M. & Specht, M., Sep 2017, Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. Lavoué, É., Drachsler, H., Verbert, K., Broisin, J. & Pérez-Sanagustín, M. (eds.). Springer, p. 355-360 (Lecture Notes in Computer Science (LNCS) series, Vol. 10474).

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    • Refining success and dropout in massive open online courses based on the intention–behaviour gap

      Henderikx, M., Kreijns, K. & Kalz, M., 28 Sep 2017, In: Distance Education. 38, p. 353-368

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