Abstract:

The Massive Open Online Courses (MOOCs) is an emerging context for STEM education. Thousands of courses are offered worldwide providing unforeseen opportunities for group collaboration and interaction. Several scientific approaches promote the debate for the effectiveness of MOOCs in STEM education.

Sciences, Technology and Mathematics (STEM) education has a significant role to play in contemporary knowledge societies, which depend on access to knowledge and are based on scientific and technological innovation. However, the effectiveness of MOOCs in general and in STEM education in particular has been widely discussed in the scientific community.

In our paper we present a meta-analysis of desktop research for the design guidelines of MOOCs. We are focusing on the aspects of MOOCs related to active and group learning. The main purpose of this study is to investigate common pattern for effective teaching through MOOCs in natural sciences, math/statistics and Information Technology (IT) courses. Additionally we adopt a competencies and skills management approach in order to link didactic/teaching methods with the promotion of specific knowledge, skills and competencies. The overall contribution of this study is a methodological framework that guides the Design of MOOCs courses for effective STEM Education.

Keywords:

STEM, MOOCs, Design Guidelines, Active Learning, Teaching Excellence, Case Studies.