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1	Artificial Intelligent in Education
	Oussama Hamal; Nour-Eddine El Faddouli; Moulay Hachem Alaoui Harouni; Joan Lu
	In: Sustainability; Volume 14; Issue 5; Pages: 2862 (2022)
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2	LMOOC para la integración de personas desplazadas ; LMOOCs to integration of displaced people
	Sanz-Gil, Mercedes. - : Universidad de Murcia, 2022
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3	ENTRE TRANSVERSALITÉ ET MASSIVITÉ, COMMENT DÉFINIR LES CONTENUS D’UN MOOC EN FRANÇAIS SUR OBJECTIF UNIVERSITAIRE ?
	Carras, Catherine; Perret, Anne-Cécile
	In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03203817 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Congrès en ligne, Italie ; http://www.mooc2move.eu/event.php?id=7 (2021)
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4	Attitudes, behaviors, and learning outcomes from using classtranscribe, a UDL-featured video-based online learning platform with learnersourced text-searchable captions
	Zhang, Zhilin. - 2021
	Abstract: This thesis consisted of a series of three studies on students' attitudes, behaviors, and learning outcomes from using ClassTranscribe, a Universal Design for Learning (UDL) featured video-based online learning platform. ClassTranscribe provided accurate accessible transcriptions and captioning plus a custom text-searchable interface to rapidly find relevant video moments from the entire course. Users could edit the machine-generated captions in a crowdsourcing way. The system logged student viewing, searching, and editing behaviors as fine-grained web browser interaction events including full-screen-switching, loss-of-focus, caption searching and editing events, and continued-video-watching events with the latter at 15-second granularity. In Study I, lecture material of a sophomore large-enrollment (N=271) system programming 15-week class in Spring 2019 was delivered solely online using a new video-based web platform - ClassTranscribe. Student learning behaviors and findings from four research questions were presented using individual-level performance and interaction data. Firstly, we reported on learning outcomes from alternative learning paths that arose from the course's application of Universal Design for Learning principles. Secondly, final exam performance was equal or better to prior semesters that utilized traditional in-person live lectures. Thirdly, learning outcomes of low and high performing students were analyzed independently by grouping students into four quartiles based on their non-final-exam course performance of programming assignments and quizzes. We introduced and justified an empirically-defined qualification threshold for sufficient video minutes viewed for each group. In all quartiles, students who watched an above-threshold of video minutes improved their in-group final exam performance (ranging from +6% to +14%) with the largest gain for the lowest-performing quartile. The improvement was similar in magnitude for all groups when expressed as a fraction of unrewarded final exam points. Finally, we found that using ClassTranscribe caption-based video search significantly predicted improvement in final exam scores. Overall, the study presented and evaluated how learner use of online video using ClassTranscribe predicted course performance and positive learning outcomes. In Study II, we further explored learner's searching behavior, which was shown to be correlated with improved final exam scores in the first study. From Fall 2019 to Summer 2020, engineering students used ClassTranscribe in engineering courses to view course videos and search for video content. The tool collected detailed timestamped student behavioral data from 1,894 students across 25 engineering courses that included what individual students searched for and when. As the first study showed that using ClassTranscribe caption search significantly predicted improvement in final exam scores in a computer science course, in this study, we presented how students used the search functionality based on a more detailed analysis of the log data. The search functionality of ClassTranscribe used the timestamped caption data to find specific video moments both within the current video or across the entire course. The number of search activities per person ranged from zero to 186 events. An in-depth analysis of the students (N=167) who performed 1,022 searches was conducted to gain insight into student search needs and behaviors. Based on the total number of searches performed, students were grouped into “Infrequent Searcher” (< 18 searches) and “Frequent Searcher” (18 to 110 searches) using clustering algorithms. The search queries used by each group were found to follow the Zipf’s Law and were categorized into STEM-related terms, course logistics and others. Our study reported on students’ search context, behaviors, strategies, and optimizations. Using Universal Design for Learning as a foundation, we discussed the implications for educators, designers, and developers who are interested in providing new learning pathways to support and enhance video-based learning environments. In Study III, we investigated students' attitudes towards learnersourced captioning for lecture videos. We deployed ClassTranscribe in a large (N=387) text retrieval and mining course where 58 learners participated in editing captions of 89 lecture videos, and each lecture video was edited by two editors sequentially. In the following semester, 18 editors participated in follow-up interviews to discuss their experience of using and editing captions in the class. Our study showed how students use captions to learn, and shed light on students' attitudes, motivations, and strategies in collaborating with other learners to fix captions in a learnersourced way.
	Keyword: Accessibility; Captions; Crowdsourcing; Human-Computer Interaction; Information Systems; Learnersourcing; Learning Sciences and Technology; MOOCs; Online Education; Universal Design for Learning; Video Search
	URL: http://hdl.handle.net/2142/113047
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5	Exploring communication patterns in Massive Open Online Courses
	Cunningham, Paige Danielle. - 2021
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6	LMOOCs to integration of displaced people ; LMOOC para la integración de personas desplazadas ; LMOOC pour l'intégration des personnes déplacées
	Sanz Gil, Mercedes
	In: Anales de Filología Francesa; No. 29 (2021): Le monde connecté et les approches interculturelles: vers un nouveau paradigme des frontières?; 463-477 ; Anales de Filología Francesa; Núm. 29 (2021): Le monde connecté et les approches interculturelles: vers un nouveau paradigme des frontières?; 463-477 ; Anales de Filología Francesa; No 29 (2021): Le monde connecté et les approches interculturelles: vers un nouveau paradigme des frontières?; 463-477 ; 1989-4678 (2021)
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7	Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC
	Chaker, Rawad; Bachelet, Rémi
	In: The International Review of Research in Open and Distributed Learning ; https://hal.archives-ouvertes.fr/hal-03035505 ; The International Review of Research in Open and Distributed Learning, 2020, 21 (4), pp.199-221. ⟨10.19173/irrodl.v21i4.4787⟩ (2020)
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8	A reception study of machine translated subtitles for MOOCs
	Hu, Ke. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020. : Dublin City University. ADAPT, 2020
	In: Hu, Ke (2020) A reception study of machine translated subtitles for MOOCs. PhD thesis, Dublin City University. (2020)
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9	Analyzing learners' engagement and behavior in MOOCs on programming with the Codeboard IDE
	Gallego Romero, Jesús Manuel; Alario-Hoyos, Carlos; Estévez Ayres, Iria Manuela. - : Springer, 2020
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10	An Approximation to Inclusive Language in LMOOCs Based on Appraisal Theory
	Barcena Elena; Read Timothy; Sedano Beatriz
	In: Open Linguistics, Vol 6, Iss 1, Pp 38-67 (2020) (2020)
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11	A Case Study on English as a Second Language Speakers for Sustainable MOOC Study
	Ismail Duru; Ayse Saliha Sunar; Su White...
	In: Sustainability ; Volume 11 ; Issue 10 (2019)
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12	Developing a Moodle Course for translation theory and methodology ...
	Τσακνάκη, Αντωνία Κωνσταντίνου. - : Aristotle University of Thessaloniki, 2019
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13	Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs
	Alario-Hoyos, Carlos; Estévez Ayres, Iria Manuela; Delgado Kloos, Carlos. - 2019
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14	Making use of and adapting MOOCs text resources for language learning
	Wu, Shaoqun; Fitzgerald, Alannah; Franken, Margaret. - 2019
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15	First year of the UQ sustainable energy micromasters series: Evaluation of participation and achievement
	Coffey, Felicity C.; Ashworth, Peta. - : Springer Verlag, 2019
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16	Improving machine translation of educational content via crowdsourcing
	Behnke, Maximiliana; Miceli Barone, Antonio Valerio; Sennrich, Rico...
	In: Behnke, Maximiliana, Miceli Barone, Antonio Valerio, Sennrich, Rico, Sosoni, Vilelmini, Naskos, Thanasis, Takoulidou, Eirini, Stasimioti, Maria, Menno, van Zaanen, Castilho, Sheila orcid:0000-0002-8416-6555 , Gaspari, Federico orcid:0000-0003-3808-8418 , Georgakopoulou, Panayota orcid:0000-0001-9780-1813 , Kordoni, Valia, Egg, Markus and Kermanidis, Katia Lida orcid:0000-0002-3270-5078 (2018) Improving machine translation of educational content via crowdsourcing. In: LREC 2018 - 11th International Conference on Language Resources and Evaluation, Miyazaki, Japan. ISBN 979-10-95546-19-1 (2018)
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17	Evaluation of MCQs from MOOCs for common item writing faws
	Costello, Eamon; Holland, Jane; Kirwan, Colette
	In: Costello, Eamon orcid:0000-0002-2775-6006 , Holland, Jane and Kirwan, Colette (2018) Evaluation of MCQs from MOOCs for common item writing faws. BMC Research Notes, 11 (849). pp. 1-3. ISSN 1756-0500 (2018)
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18	Translation crowdsourcing: creating a multilingual corpus of online educational content
	Sosoni, Vilelmini; Kermanidis, Katia Lida; Stasimioti, Maria...
	In: Sosoni, Vilelmini orcid:0000-0002-9583-4651 , Kermanidis, Katia Lida orcid:0000-0002-3270-5078 , Stasimioti, Maria orcid:0000-0002-3270-5078 , Naskos, Thanasis, Takoulidou, Eirini, van Zaanen, Menno, Castilho, Sheila orcid:0000-0002-8416-6555 , Georgakopoulou, Panayota orcid:0000-0001-9780-1813 , Kordoni, Valia and Egg, Markus (2018) Translation crowdsourcing: creating a multilingual corpus of online educational content. In: 11th International Conference on Language Resources and Evaluation, 7-12 May 2018, Miyazaki, Japan. ISBN 979-10-95546-00-9 (2018)
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19	Sentiment analysis in MOOCs: a case study
	Moreno-Marcos, Pedro Manuel; Alario-Hoyos, Carlos; Muñoz Merino, Pedro José. - : IEEE, 2018
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20	UC@MOOC's Effectiveness by Producing Open Educational Resources
	Margoum, Sofia; Bendaoud, Rachid; Berrada, Khalid. - : International Journal of Interactive Multimedia and Artificial Intelligence (IJIMAI), 2018
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