Massive open online courses (MOOCs) have become a widely recognized as a valuable form of informal learning. The task now at hand is to develop a rich body of research and documented practice so that educational institutions and learners can better benefit from this new form of education. This issue of the eLearning Papers contributes to that body of knowledge with four in-depth research papers and six reports from the field: In-depthDropout Prediction in MOOCs using Learner Activity FeaturesEncouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational FramingsCultural Translation in Massive Open Online Courses (MOOCs)Characterizing Video Use in the Catalogue of MITx MOOCsFrom the fieldToward a Quality Model for UNED MOOCsThe Discrete Optimization MOOC: An Exploration in Discovery-Based LearningDesigning Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”Offering cMOOCs Collaboratively: The COER13 Experience from the Convenors’ PerspectiveMathematics Courses: Fostering Individuality Through EMOOCsAnalyzing Completion Rates in the First French xMOOC The guest editor for this issue is Pierre Antoine Ullmo, Founder and Director of P.A.U. Education. P.A.U. Education organized the EMOOCs2014 conference in partnership with the École Polytechnique Fédérale de Lausanne (EPFL). The rest of the contributions to the Summit are available online in the EMOOCs conference proceedings. An overview of the conference, including video recordings of the keynote speakers, is also available in our blog.
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