Abstract is missing.
- The Role of Generative AI in SPOC-Making: Student Perception of Partially AI-Generated Learning ResourcesHalvdan Haugsbakken, Marianne Hagelia, Ilka Nagel. 3-13 [doi]
- Exploring GenAI Chatbots in MOOCs: Analyzing Student Interactions and Self-regulated Learning BehaviorsBenedikt Brünner, Martin Ebner, Sandra Schön. 14-24 [doi]
- The Integration of Generative AI-Powered Chatbot for Automated Learning Support: Thai MOOC Platform ExperienceThapanee Thammetar, Anuchai Theeraroungchaisri, Jintavee Khlaisang, Jira Chonraksuk. 25-35 [doi]
- Analysis of the Generalization of Students' Success Predictive Models in a Series of Java MOOCs on edXPedro Manuel Moreno-Marcos, Miguel Rodríguez Guillén, Carlos Alario-Hoyos, Pedro J. Muñoz Merino, Iria Estévez-Ayres, Carlos Delgado Kloos. 36-45 [doi]
- Strategic and Comprehensive: Modeling MOOC Learner Behavior Through Process Mining of Learning SequencesJorge Maldonado-Mahauad. 46-59 [doi]
- How Can We Understand Students' Needs and Expectations in Online Courses to Improve Their Engagement and Learning Experience?Kristian Stancin, Danijela Jaksic, Ana Petrovic. 60-71 [doi]
- Empowering Non-specialist Teachers and Students in Coding: A Case Study of a Python MOOC in an Austrian High SchoolDaniela Wolf, Martin Ebner. 72-85 [doi]
- Rethinking Online Community Beyond Self-paced MOOCsSimona Ferrari, Annarita Merigo. 86-97 [doi]
- Insights on Teaching AI at Scale: Data-Driven Feedback for Learner-Centered ImprovementZuhra Sofyan, Christoph Meinel. 98-107 [doi]
- Leveraging Graph Retrieval-Augmented Generation to Support Learners' Understanding of Knowledge Concepts in MOOCsMohamed Abdelmagied, Mohamed Amine Chatti, Shoeb Ahmed Joarder, Qurat-ul Ain, Rawaa Alatrash. 108-118 [doi]
- Top-Down vs. Bottom-Up Approaches for Automatic Educational Knowledge Graph Construction in CourseMapperQurat-ul Ain, Mohamed Amine Chatti, Amr Shakhshir, Jean Qussa, Rawaa Alatrash, Shoeb Ahmed Joarder. 119-129 [doi]
- MOOCS as a Tool for International Student Recruitment: A Cross-Country AnalysisEkaterina A. Minaeva, Ulyana S. Zakharova, Svetlana V. Zhuchkova. 130-143 [doi]
- Eating Your Own Dogfood - A Project-Based Learning Experiment on an Open edX PlatformThomas Staubitz, Stefania Trabucchi, Eden Huthmacher. 147-157 [doi]
- Bridging Knowledge Gaps: The Potential of MOOCs for Political Science EducationValentina Reda, Annalisa Squillante. 158-167 [doi]
- Implementing Multilingual MOOCs in European University Alliances with the Help of AI Usage, LTI and Open Licenses: Technical and Organizational ChallengesMartin Ebner, Sandra Schön, Katharina Gasplmayr, Behnam Taraghi. 168-178 [doi]
- Raising Awareness on Sustainability Through Digital Learning: An Institutional SPOC for All Newly Admitted Students, Moving Towards a MOOC PerspectiveFrédéric de Lemos Esteves, Estelle Maes, Benoît Mayeur, Florianne Fassotte, Perrine Neuprez, Sybille Mertens, Björn-Olav Dozo, Valérie Defaweux. 179-189 [doi]
- Embedding and Evaluating a Pre-Covid-19 MOOC in an Interdisciplinary University Course More Than Five Years Later: E-Tutoring@UIBK and the MekoMOOC, A Case StudyEvelyn Feistmantl. 190-199 [doi]
- AI Chatbots for Educators: Transforming Online Learning in Higher EducationIrina Engeness, Magnus Nohr, Trine Fossland. 200-210 [doi]
- Optimizing Embedding-Based Video Recommendation in Spanish Using LLMs for Automated Model and Parameter SelectionIgnacio Despujol-Zabala, Carlos Turró Ribalta, Jaime Busquets Mataix, Sergio Puche García. 211-221 [doi]
- The AIBook as a New Frontier in Conversational Learning Through a MOOC: A Case StudySusanna Sancassani, Daniela Casiraghi. 222-231 [doi]