New Didactic Models for MOOCs

Léon Rothkrantz


In recent years we observed an enormous rise of Massive Open Online Courses (MOOCs). A problem of MOOCs is the high dropout rate. This caused by the lack of an appropriate didactic model, low interaction students teacher, poor feedback mechanism. In this paper we propose some improvements. Our proposed didactic model is a description of the learning interaction process in the course of the time. Emotions play an important role in this model. It proves that emotions have a great impact on the study behaviour of students. Some emotions as happiness, can stimulate students to go on with the study, other emotions as fear for exams, anger, disappointment about results of exams can block the study behaviour of students. Next we present some educational actions grounded on our model and proposed to decrease the dropout rates. One of the actions is based on verbal and nonverbal feedback of students about their emotional state. Our proposed actions are tested on a small scale using a MOOC implemented under Moodle.


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Paper Citation

in Harvard Style

Rothkrantz L. (2017). New Didactic Models for MOOCs . In Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-239-4, pages 505-512. DOI: 10.5220/0006362805050512

in Bibtex Style

author={Léon Rothkrantz},
title={New Didactic Models for MOOCs},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,},

in EndNote Style

JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - New Didactic Models for MOOCs
SN - 978-989-758-239-4
AU - Rothkrantz L.
PY - 2017
SP - 505
EP - 512
DO - 10.5220/0006362805050512