Abstract:

The role played in Massive Open Online Courses (MOOCs) by interaction among students as well as the one played between students and trainers has been investigated concerning the extent to which it determines qualitative design and successful completion of such programmes. In this paper we will attempt to examine the degree to which such an interaction takes place in Greek MOOCs and Mathesis in particular. Among else, we will investigate factors such as correlation between duration of use and type of course, duration and course level alongside correlation between satisfaction gained by interaction with trainers and course completion. We also try to formulate the profiles of those Greek MOOC students who have developed collaborative skills in distance learning and of those who create a culture of volunteerism in the particular platform. Finally, we will examine the extent to which students themselves formulate course level and content via these types of interaction thereby promoting a more collaborative form of learning.

To investigate the above we have moved in three directions: We carried out empirical research in all courses offered in the first four years of the platform (until 2019). We utilized the answers provided by those who completed the courses in question and filled out output questionnaires. Last, we conducted pertinent bibliographical research, mainly attempting to find the degree of importance of such courses interaction for the attendees who have not completed them.

Aim of the above-mentioned is to obtain a clearer view of Greek MOOCs and make suggestions on how to improve them through raising their level of interaction and adapting them to their attendees’ profiles. Within this context we will also investigate the suitability of such advanced courses for Secondary Education Teacher Training, since SE teachers after all form a considerable part of the total number of participants.

Keywords:

MOOCs, interaction, adaptive learning, teacher training.