This publicity indicates both optimism that they may be the panacea for whatever ails higher education, as well as caution and trepidation that this may in-fact be some sort of new fad in higher education. MOOCs have experienced an unprecedented explosion of publicity. ![]() Our endeavor was to understand why this is so. All the students in the sample already were motivated enough to make it until the end of the course, and still, there are significant differences in their posting behavior. In our research, we focused on the group of students who finished the course with passing grades, with the specific interest on their social learning behaviors. We took such step prior to investigating collaborative interactions of who talks to whom and why. The research focuses on identifying learner needs and situational factors relevant for collaboration. In relation to their “MOOC”-characteristics, similarly to many other xMOOCs, these two DelftX courses had low completion rates, “knowledge-acquisition” approach to learning design, and relatively low forum activity. ![]() The focus of the Water Treatment course was to learn about urban water services, including basic drinking water and waste-water treatment technologies. The focus of Solar Energy was on the discovery of solar energy power and the design of a complete photo-voltaic system. The courses Solar Energy (ET3034TU) and Introduction to Water Treatment (CTB3365) have a long tradition at the TUD as regular campus courses with a good reputation worldwide. ![]() This paper is about the experiences with the first two MOOCs developed and executed at the Delft University of Technology (TUD) on the edX platform. Refining this further, a categorisation of existing MOOCs is provided that maps to broad institutional interests. This takes into account what is currently available and identifies what new opportunities can be explored. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. This paper aims to stimulate discussion of the potential for new educational technologies to ensure social inclusion for virtual and physical vulnerable learner groups The challenges and options for future online education initiatives are based on insights and ideas of international scholars and researchers reflecting on potential barriers for learners and online education. Practical answers to contemporary, ICT-supported educational challenges are provided as options to fuel the debate. ![]() The current dichotomy of xMOOC and cMOOC are used to mark some of the unexplored MOOC territory. In order to align the future conceptualization of MOOCs with the vision and philosophy of Europe, potential tensions of contemporary and future education are listed. This exploratory paper picks up elements from the European Commission’s educational vision and philosophy behind Opening up Education, the resulting initiative of the MOOC platform, and takes this as a starting point to look at potential challenges for developing MOOCs that include vulnerable learner groups.
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