A growing body of research evidence has emerged since the first eMOOCs conference in 2013. European platforms and initiatives have proliferated and the number of MOOC coursed and learners worldwide have grown significantly. The MOOC movement has provided a focus which adds to the work of already established research communities in technology enhanced learning, open education, and open and distance learning. This expanded community can now incorporate perspectives on areas ranging from learning analytics and learning at scale to MOOCs socio-technical theory and organisational change. Submissions for the research stream will provide a forum for high quality papers which provide a rigorous backdrop to the extremely valuable experiences track.
We invite researchers and analysts to submit papers on topics that continue themes from past conferences:
Evaluation of MOOCs and MOOC Programs
- Measuring success
- Quality of content
- Impact of MOOCs on specific user cohorts
- Cross-cultural designs and outcomes
- Cross-discipline design and outcomes
- Studies that address metrics across numerous MOOCs and/or MOOC programs
- Usability / HCI for MOOC platforms
- Crossover between residential and MOOC learning
- Relating course design decisions to outcomes
- Open Educational Resources
- Predictive modeling of user behavior and outcomes
- Educational Data-mining in MOOCs
- Descriptive studies of user behavior
- Drop-out Prediction
- Adaptivity and Personalization Studies
- Tools that promote richer learning experiences
- Tools designed to facilitate instruction at scale (thousands of users)
- Tools / Methods for processing large amounts of MOOC data (development of information systems)
- We welcome papers describing new tools, but prefer those where tools have been implemented or tested with real users.
In addition, we are particularly interested in supporting original papers that shift research dialogue toward the following themes:
- Measuring Learning: applying course design strategies that capture learning gains and/or advanced methods for measuring learning.
- Experimental Interventions: studies whose research design helps illuminate and/or provides evidence of changes in behavior and learning.
- How Content Affects User Behavior and Learning: relating content and course design to learning outcomes.
As authors prepare their submissions, we offer four relevant themes with which to relate your submission:
- Users – describes data and data collection of MOOC user backgrounds, e.g., demographics, experiences, self-efficacy, motivation.
- Content – refers to the assets (videos, problems, text pages, course topics, etc.) with which users interact.
- Technology – refers to the tools and methodologies that support instruction and learning at scale, e.g., new assessment types,
- Outcomes – describes evaluation involving measureable variables either at the user or program level, e.g., MOOC student performance, experimental results showing changes in behavior after intervention, overall enrollments in a program, etc.
We simply suggest authors consider the connectivity of these variables with their submission; papers that address only one of these categories are welcome. As a simple example, an ideal paper “might be” describe a novel tool [technology] that promotes user interactions [users] with videos [content] in a MOOC and researchers find that the new video tool increases overall performance [outcomes].
Research Track Committee
- John Mark Aiken, Helmholtz Centre Potsdam GFZ, Germany
- Aneesha Bakharia, University of Queensland, Australia
- Ruth Cobos, Universidad Autónoma de Madrid, Spain
- Dan Davis, TU Delft, The Netherlands
- Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne, Switzerland
- Gulustan Dogan, yildiz technical university, istanbul, turkey
- Martin Ebner, Graz University of Technology, Austria
- Rebecca Ferguson, The Open University, UK
- Silvia Elena Gallagher, Trinity College Dublin, Ireland
- Tanja Jadin, University of Applied Sciences Upper, Austria
- Anja Lorenz, Fachhochschule Lübeck, Germany
- Guy Lories, Université catholique de Louvain, Belgium
- Gulustan Dogan, Yildiz Technical University, Istanbul, Turkey
- Rene Kizilcec, Stanford University, USA
- Michael Kopp, University of Graz, Austria
- Katherine Maillet, Institut Mines-Télécom, France
- Colin Milligan, Caledonian Academy, Glasgow Caledonian University, UK,
- Juliana Elisa Raffaghelli, University of Trento, Italy
- Ulla Lunde Ringtved, Aalborg University, Denmark
- Ido Roll, University of British Columbia, USA
- Mike Sharples, Open University, UK
- Selen Turkay, Harvard University, USA
- Inge de Waard, The Open University, UK
- Ahmed Mohamed Fahmy Yousef, Fayoum University, Al Fayyūm, Egypt
- John Zornig, University of Queensland, Australia
Submission of Papers
Full paper: up to 10 pages
Short paper: up to 6 pages
Submissions will be handled through EasyChair (https://easychair.org/conferences/?conf=emoocs2017). The use of supplied template from Springer is mandatory: http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0. When submitting the paper, please indicate its track in the submission process.
• 16 Jan 2017: Paper submissions for Research Track.
• 24 Feb 2017: Notification of acceptance/rejection
• 20 Mar 2017: Camera-ready versions for Springer LNCS Proceedings
The Proceedings of the Research Track will be published by Springer Verlag in the Lecture Notes in Computer Science (LNCS) Series.