The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Designing MOOCs for the support of multiple learning styles
Grünewald, Franka · Meinel, Christoph · Totschnig, Michael · Willems, Christian · Hernández-Leo, Davinia [secondary] · Ley, Tobias [secondary] · Klamma, Ralf [secondary] · Harrer, Andreas [secondary]

ConferenceScaling up Learning for Sustained Impact
SeriesLecture Notes in Computer Science
Volume 8095, Pages 371-382
PublisherSpringer Berlin Heidelberg
CountryGermany, Europe

"Internetworking with TCP/IP'' is a Massive Open Online Course, held in German at openHPI end of 2012, that attracted a large audience that has not been in contact with higher education before. The course followed the xMOOC model based on a well-defined sequence of learning content, mainly video lectures and interactive self-tests, and with heavy reliance on social collaboration features. From 2726 active participants, 38% have participated in a survey at the end of the course. This paper presents an analysis of the survey responses with respect to the following questions: 1) How can a MOOC accommodate different learning styles and 2) What recommendations for the design and organization of a MOOC can be concluded from the responses? We finally give an outlook on challenges for the further development of openHPI. Those challenges are based on didactical and technical affordances for a better support of the different learning styles. We propose an evolution of the xMOOC, that bridges the gap to the cMOOC model by developing tools that allow users to create diverging paths through the learning material, involve the user personally in the problem domain with (group) hands-on exercises and reward user contributions by means of gamification.

Keywords active learning · culture of participation · gamification · learning styles · massive open online courses

Published atBerlin, Heidelberg
RightsSpringer-Verlag Berlin Heidelberg 2013
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

Viewed by 81 distinct readers


The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


Making sense of MOOCs: The evolution of online learning in higher education
Uvalić-Trumbić, Stamenka; Daniel, Sir John; Hernández-Leo, Davinia; Ley, Tobias; et al.
To make sense of MOOCs and understand the evolution of online learning in higher education we must go back to times long before the Internet was invented. Only in this way can we understand the gradual evolution of ...
Match: Hernández-Leo, Davinia; Ley, Tobias; Klamma, Ralf; Harrer, Andreas; Europe

Analysing the impact of built-In and external social tools in a MOOC on educational technologies
Alario-Hoyos, Carlos; Pérez-Sanagustín, Mar; Delgado-Kloos, Carlos; Parada G., Hugo A.; et al.
MOOCs have been a disruptive educational trend in the last months. Some MOOCs just replicate traditional teaching pedagogies, adding multimedia elements like video lectures. Others go beyond, trying to engage the ...
Match: Hernández-Leo, Davinia; Ley, Tobias; Klamma, Ralf; Harrer, Andreas

An attempt at MOOC localization for Chinese-speaking users
Che, Xiaoyin; Luo, Sheng; Wang, Cheng; Meinel, Christoph; Hasso Plattner Institute, Potsdam, Germany
Internetworking with TCP/IP is a massive open online course (MOOC) provided by Germany-based MOOC platform ―openHPI‖, which has been offered in German, English and – recently – Chinese respectively, with similar ...
Match: Meinel, Christoph; Germany

From low-scale to collaborative, gamified and massive-scale courses: Redesigning a MOOC
Ortega-Arranz, Alejandro; Sanz-Martínez, Luisa; Álvarez-Álvarez, Susana; Muñoz-Cristóbal, Juan A.; et al.
Despite the success of MOOCs to promote open leaning, they are usually criticized for their high drop-out rates and behaviorist pedagogical approach. Some active learning strategies, such as collaboration and ...
Match: active learning; gamification; Europe

Blended learning with MOOCs: Towards supporting the learning design process
Albó, Laia; Hernández-Leo, Davinia; Ubachs, George; Konings, Lizzie
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016 For some time now, universities have been making a ...
Match: Hernández-Leo, Davinia; Europe

A social learning space grid for MOOCs: Exploring a FutureLearn case
Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike; Kloos, Carlos Delgado; et al.
Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible ...
Match: Hernández-Leo, Davinia; Europe

Gamification: A key determinant of massive open online course (MOOC) success
Aparicio, Manuela; Oliveira, Tiago; Bacao, Fernando; Painho, Marco
Massive open online courses (MOOCs), contribute significantly to individual empowerment because they can help people learn about a wide range of topics. To realize the full potential of MOOCs, we need to understand ...
Match: gamification; massive open online courses; Europe

Building graduate-level, gamified xMOOCs in Moodle
Birkenkrahe, Marcus
We present preliminary results from two different online course design experiments: in the first experiment, which ran from April to June 2015, the author developed an online precourse on Research Methods for Master ...
Match: gamification; Germany; Europe

A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation
Hernández, Rocael; Pirker, Johanna; Gütl, Christian; Morales, Miguel; et al.
The rapid and constant pace of change in technology and the increasing involvement of educational institutions in the massive online open courses (MOOC) movement elicit a large myriad of opportunities and challenges. ...
Match: gamification; Germany; Europe

GamES MOOC - Conceptual ideas and first steps towards implementation of a MOOC for children
Berkling, Kay; El-Husseny, Abdullrahman; Latt, Dennis; Petrov, Christian; et al.
This paper presents conceptual ideas and a first prototype towards establishing a GamES (GAM)ified (E)lementary (S)chool MOOC for children who do not have access to schools. The project is being developed across several ...
Match: gamification; Germany; Europe