mooc.house is an innovative online learning platform developed and operated by the Hasso Plattner Institute for Software Systems Engineering (HPI) based in Potsdam, Germany.
It allows you as a private enterprise or as a public or educational institution to teach your employees, students or other stakeholders in an innovative, easy to manage and scalable way.
It allows you as an employee, as a student or as a stakeholder inside an organizational network to acquire knowledge and develop your skill set in an engaging and flexible way.
mooc.house was launched at the IT fair CeBIT in Hanover in March 2015 and is technically based on the innovative and mature online learning platform openHPI. On openHPI the Hasso Plattner Institute is successfully offering its own online courses about introductory and advanced IT topics since 2012.
mooKIT is a lightweight MOOC Management System conceived, designed and developed at IIT Kanpur. It has been used in 12 courses so far, the most recent being the set of five courses on agriculture called agMOOCs
A. Yousef, M. Chatti, U. Schroeder, and M. Wosnitza. Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on, page 44--48. IEEE, IEEE Computer Society, (2014)
J. Kim, P. Guo, D. Seaton, P. Mitros, K. Gajos, and R. Miller. Proceedings of the First ACM Conference on Learning @ Scale Conference, page 31–40. New York, NY, USA, Association for Computing Machinery, (2014)
T. Daradoumis, R. Bassi, F. Xhafa, and S. Caballé. P2P, Parallel, Grid, Cloud and Internet Computing (3PGCIC), 2013 Eighth International Conference on, page 208-213. IEEE, (2013)
P. Adamopoulos. ICIS, Association for Information Systems, (2013)The findings of our analysis illustrate that Professor(s) is the most important factor in online course retention and has the largest positive effect on the probability of a student to successfully complete a course. The sentiment of students for Assignments and Course Material also has positive effects on the successful completeness of a course whereas the Discussion Forum has a positive effect on the probability to partially complete a course. Furthermore, self-paced courses have a negative effect, compared to courses that follow a specific timetable. In addition, the difficulty, the workload, and the duration of a course have a negative effect. On the other hand, for the more difficult courses, self-paced timetable, longer duration in weeks, and more workload have a positive effect on the probability to successfully complete a course. Besides, final exams and projects, open textbooks, and peer assessment have also positive effects. Moreover, whether a certificate is awarded upon the successful completion of a course also affects retention. Additionally, the better a university is considered (i.e. higher ranking), the more likely that a student will successfully complete a course. Further, our results illustrate that the courses which belong to the academic disciplines of Business and Management, Computer Science, and Science have a positive significant effect in contrast to courses in other disciplines (i.e. Engineering, Humanities, and Mathematics). Finally, attrition was not found to be related with student characteristics (i.e. gender, formal education)..