Grünewald, Franka; Mazandarani, Elnaz; Meinel, Christoph; Teusner, Ralf; Totschnig, Michael; Willems, Christian
Proceedings of 2013 IEEE Global Engineering Education Conference (EDUCON)
Recently a new format of online education has emerged that combines video lectures, interactive quizzes and social learning into an event that aspires to attract a massive number of participants. This format, referred to as Massive Open Online Course (MOOC), has garnered considerable public attention, and has been invested with great hopes (and fears) of transforming higher education by opening up the walls of closed institutions to a world-wide audience. In this paper, we present two MOOCs that were hosted at the same platform, and have implemented the same learning design. Due to their difference in language, topic domain and difficulty, the communities that they brought into existence were very different. We start by describing the MOOC format in more detail, and the distinguishing features of openHPI. We then discuss the literature on communities of practice and cultures of participation. After some statistical data about the first openHPI course, we present our qualitative observations about both courses, and conclude by giving an outlook on an ongoing comparative analysis of the two courses.