AI in eLearning – Why Virtual Tutors with a Webcam Are the Better Coach

virtual tutor2017 has been called the year of Chatbots, futurists tell us how chatbots will revolutionise Learning & Development and your grandma probably started using Alexa in your living room. AI is being predicted by experts to become the leading driver of education by the 2020s. We know FAQ chatbots on websites and we are talking more to bots on our phones than people. But how can we use those virtual assistants and even AI in our next online course, micro-training session or MOOC?

Enter Intelligent Tutoring Systems. Finally, the tech is maturing above chatbots.

We are not talking about a pre-produced talking Avatar guiding you through your average online course. Nor are we talking about a voice assistant like Siri, Alexa or Cortana who searches Google on your command for knowledge from Wikipedia (and storing our data who-knows-where). We are talking about a virtual assistant, a chatbot, who is your interface to artificial intelligence, has a live animated face and body when needed (in Skype or virtual worlds) and is the best coach, trainer or teacher you can wish for. Yes, I am talking about an ideal world, but we are getting there!

Intelligent Tutoring Systems are the CUI for eLearning & Training

Conversational User Interfaces (CUI) are already starting to replace our good old Graphical UI (buttons, touch and click). We have known this for decades – Captain Kirk and his crew always talked to the Enterprise,  and that was in the nineteen sixties! These sophisticated chatbots are certainly an interesting addition to the toolbox of online learning designers. The tech is advancing fast: Botanic Technologies, for example, has already developed multimodal Avatars (text, voice and video) who act as an advisor to medical personnel or as your personal job interview coach on Skype. One digital coach — an animated character named Andi — actually does a sentiment and emotional analysis. During a Skype video chat, it processes via webcam your facial expressions, your tonality and your use of words in order to prepare you for a successful job interview. Here’s an example:

Watch Andi, the job interview coach in more detail on Vimeo.
Or rather: Let Andi watch and analyse how you are doing …

Your Personal Virtual Tutor: 24/7:
Never Tired, Never out of Office

That’s why the virtual all-knowing assistant is a better tutor. Think „personal mobile virtual coach“: Your personal learning tutor who lives in the net and assists your learning wherever you are – as a chatbot or voice assistant on your phone or as a 3D character in your favourite virtual learning environment. But the best thing is, those tutors don’t have office hours and thousands of students could benefit from on well-designed conversational bots. MOOC providers know what I am talking about – they’d give anything to clone good tutors for a 24/7 service.

But who can actually develop a chatbot for eLearning environments?

How does that even work? Most of the non-coding chatbot creation platforms (Chatfuel, Botsify) are offering marketing, faq and customer service templates. I’ve created my first virtual teachers with tiny avatars and synthetic voices more than 10 years ago (with Pikkubot in Second Life, sitepal and presenters with Mediasemantics) and unfortunately, I don’t see a lot of advancement in the educational area. To integrate a virtual tutor like the example in the video above you’d need to hire a company that creates your sophisticated coach – which is out of the question in most L&D projects. Or you did deeper and try to create your own dialogue flow in or with IBM Watson. But you already have a profession and who has time to build virtual tutors from scratch?

What to do? Well, I have chosen to take it one step at a time and I joined forces with an interesting company called SEED Vault. They want to make the world a better place by building a massive open-source bot economy based on the blockchain. Independent developers and learning designers need to have access to AI-powered virtual assistants with a variety of ready-to-go templates as well as to open, shared standards we can all use. It doesn’t make sense for a few companies to own the entire AI & CUI market (like Facebook, Alexa, Microsoft, Google, Apple … ). Also, educators need to be very aware of data privacy – which you don’t get from these big corporations. They store every word your students would utter in a black box in exchange for their services. Bots and AI need to be transparent and verified — and that is where blockchain technology comes in.

SEED: A Garden Eden for Bot Builders, Designers, Deployers and Educators on Blockchain

SEED actually emanated from Botanic (the creators of Andi the interview coach) and other global bot communities are joining them as we speak. I’ve been working with Mark Stephen Meadows, founder of Botanic, years ago and have been following his work ever since. Now I’m excited to work with SEED to democratise AI, keeping my focus on education, eLearning and virtual training. I am responsible for managing Bot Community Initiatives – if you are a bot developer, dialogue designer or author please let me know – the SEED community needs you to speed up the evolution of conversational user interfaces so we can finally have ourselves a couple of wise-cracking charming virtual tutors in our next online course 🙂

SEED Token on Telegram  and on Twitter

Contact me on LinkedIn



Gamified Stamp

The Best Ways to Foster Motivation in Online Courses are More Fun than You Think

Was your last online course fun?  Well, today I participated in a research project by taking a short online course. The topic was social media safety for teens and it was boooring. It was all long texts, no visuals, no interaction, no fun. Here’s an example of one of the few inputs that were supposed to teach me something:

text lecture pixelated

One of the main lectures about Internet safety in social media. This is only half the page (I had to scroll). Am I supposed to learn something here? (pixelated to protect copyrights of the owner)

It was not the lack of technology

Since the eLearning platform behind it offers many professional features to make your course interesting and interactive it wasn’t the technology that failed.

It was not the lack of motivation

Nor was it the content – since I am developing an online course for iPad & iPhone safety for kids myself I was already interested in the topic (intrinsic motivation – yay!). And they did have a couple of pretty important facts in there that I would love to be able to recall now – but I can’t. Why? Because that course showed a total lack of learning design basics.

It was simply the lack of learning design

And I am not even talking about Gamification (yet), but about basic principles that learning psychology research has known for more than 20 years now. Plus the insights about online courses and mobile learning from the more recently.

Kind of important stuff when you design an online course is:

  • Chunk information into digestible bits
    Do not use long-winded, scrollable boring text deserts. Feed one spoon at a time to the hungry
  • Use visuals, interaction and variance
    Insert pictures, interesting formatting, drag & drop, more than one question type
  • Give the learner instant feedback
    Show real-time feedback for every single question that has been answered. Let the learner know immediately how they are doing and use that in the beginning for making them aware of where they had no idea what dangers are lurking on the Internet for their kids (then they want to know – they will be immediately intrinsically motivated to move on!)

Ok, and where is the fun part now?

That IS the fun part (ok, part of it): making any kind of online learning fun is much easier than you think. If the learning designer of the social media course only had followed the three very basic principles above their course would have been more fun already! Plus, I would have been able to recall some of the info they wanted to get across (learning impact). But of course, there’s more. Let’s look at the research. Ok, now I am talking about gamification. Soooorry.

Gamification? Isn’t that just points, badges and leaderboards?

Actually … no (*). There’s more. But even PBL (points, badges, and leaderboards) can make your online course more fun and therefore create a bigger learning impact if used wisely. That’s where I got interested in the research and dove into the „why“ and then „how“. Because, let’s be honest, even with a decent basic learning design you will still have problems: In online courses with many online learners, motivation and scarce social interaction are still problematic, due to the effects of isolation in a seemingly empty online environment. You’re looking at a screen for crying out loud! However, gamification has proven to encourage the development of motivation and engagement in online learning social contexts. So I analysed the gamification elements relevant to online learning in respect to their efficacy towards intrinsic motivation, competition and cooperation as well as to social learning. Turns out that research can sometimes come pretty handy.

Gamified Stamp

Tadaaa: Here’s the most important ingredients for your engaging online class. Seriously. It’s fun!

Spoiler alert: It’s NOT about the ingredients! The prerequisites to success are Game Thinking, freedom of choice and variety. Next, you add the other ingredients like the following two key components for gamification in online learning:

  • Freedom to fail
    Failing in games is fun, right? Turns out that is also true for learning!
  • Rapid Feedback
    realtime, unambiguous, visual, multimedia-based

The mindful reader (cool that you are still with me!) might recall that some of these matches the basic learning design principles I cited before, like variety, using visuals, interaction and real-time feedback.  But wait – there’s more!

So, the Gamification components with major effects on intrinsic motivation are

  • Freedom to fail (retry-button! Epic fails!)
  • storytelling (narrative)
  • meaningful goals
  • rapid feedback
  • challenges

The story element can be quite powerful: you don’t have to write an epic Hollywood plot – use cartoons, characters, themes and tonality to make your course a little more playful and therefore more fun.

So, this is what you need to gamify any online learning experience – be it a self-paced coding class or a company training with learning groups. Because:

„Fun is just another word for learning“

(Raph Koster, 2010)

For online courses with more than a handful people, you’ll need to look at social learning wisdom as well. But that is stuff for another post.

*) Deterding et al. define Gamification as „the use of game design elements in non-game contexts.” (Deterding et al., 2011, p. 9). Or how eLearning guru and bestseller author Prof. Karl Kapp describes it: „Gamification encompasses the idea of adding game elements, game thinking, and game mechanics to learning content.” (Kapp, 2012, pos. 949).
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification”. In Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments – MindTrek ’11 (S. 9–11). New York: ACM.
Koster, R. (2010). Theory of Fun for Game Design [Kindle Edition]. Paraglyph. Phoenix: Paraglyph Press.
Slezák, G. K. Förderung von Motivation und sozialem Lernen in MOOCs mit Gamification. Available only at

Trends in der höheren Bildung: Blended Learning, OER, neue Lernumgebungen und eine neue Lernkultur

Online Learning Insights hat den aktuellen Horizon-Report des New Media Consortium 2015 zum Thema Higher Education unter die Lupe genommen

Sechs Trends in der höheren Bildung wurden im aktuellen Horizon-Report identifiziert:

  • Ansteigende Nutzung von Blended Learning
  • Redesign von Lernumgebungen
  • Wachsender Fokus auf Messverfahren
  • Verbreitung von OER (Open Educational Resources)
  • Change- und innovationsgetriebene Lernkulturen
  • Steigende inter-institutionelle Zusammenarbeit
Trends NMC Horizon Report 2015

Trends in der Höheren Bildung durch den Einsatz von Medientechnologien (aus NMC Horizon Report 2015, Higher Education Edition, S. 2)

Blended Learning ist dabei der Trend, der auch im deutschsprachigen Raum bereits als Angebot an Hochschulen und in der Weiterbildung immer mehr Fuß fasst und sich weiterhin rapide verbreitet. Die notwendigen Veränderungen in der Lernkultur und Innovationsbereitschaft auf Seite der Fakultäten wurde im Report als „Long-Term“ kategorisiert – was aufgrund meiner Erfahrung mit Innovationsprozessen über die letzten 25 Jahre hinweg im Bereich Medien (leider) realistisch ist. Für mich bedeutet das jedoch nicht, dass man den Dingen eben „einfach Zeit geben“ muss, sondern dass wir die Notwendigkeit der kulturellen Veränderungen berücksichtigen, wenn wir neue Bildungstechnologien vermehrt einsetzen. Neue Medien machen etwas mit den Menschen – oder wie es Marshall McLuhan ausdrückte „They leave no part of us untouched“ (McLuhan, Fiore, 1967) – und wenn wir neue Technologien in der Bildung einsetzen, müssen wir schon bei der Konzeption des Curriculums und neuer Lehr-/Lernszenarios berücksichtigen, inwiefern die vorhandenen Lernumgebungen und die Lehrkultur bereits dazu passt – vor allem aufseiten der Lehrenden (Digital Literacy). In den meisten Fällen wird ein Umdenken und die Bereitschaft zu Veränderungen in den fakultativen Prozessen notwendig sein. Und das ist zwar manchmal mühsam, aber lösbar.

Hier der Bericht als PDF: New Media Consortium Horizon Report 2015 (Higher Education Edition) in Zusammenarbeit mit EDUCAUSE Learning Initiative.

BlackboardLearn bietet mit neuer Profilseite ein dynamisches ePortfolio für’s Leben

new enhanced profile

Mit dem neuen „Enhanced Cloud Profile bietet die BlackboardLearn Umgebung sowie dank der Integration von MyEdu in Kürze allen teilnehmenden Institutionen und Lernenden eine neue Profilseite in Form eines modularen ePortfolios zur Selbstpräsentation an. Kompetenzen, Zertifikate, Badges, Aktivitäten, Arbeitgeber, Abschlüsse und die Teilnahme an Kursen zeigen auf einen Blick Schwerpunkte und Interessen.  Das digitale Profil wird unabhängig von Schulen und Universitäten, die Blackboard als LMS nutzen, in der Blackboard Cloud gespeichert und steht dem lebenlangen Lerner als Bildungsbegleiter theoretisch bis zur Bahre zur Verfügung – so jedenfalls wünscht es sich das Unternehmen.
Das neue „competency-based Digital Portfolio“ – das laut Blackboard bald „traditionelle Lebensläufe ersetzen“ wird, ist nur ein Beispiel für einen Trend hin zum interaktiven Online-Lebenslauf in Echtzeit, der mehr auf Kompetenzen und individuelle Spezialgebiete sowie Online-Qualifikationen fokussiert als auf akademische Abschlüsse.

Speziell für „lebenslange“ ePortfolios geschaffene Lernplattformen wie Mahara sind ebenfalls unabhängig von den Institutionen an denen man studiert, doch der Einsatz von Präsentations-Portfolios scheint trotz langjähriger Initiativen der Europäischen Kommission zur Etablierung eines „ePortfolios für jeden EU-Bürger“ nur an vereinzelten Schulen und Hochschulen zu passieren. Als persönliche Lernumgebung (PLE = Personal Learning Environment) dagegen setzen Studierende und Schüler Mahara vor allem ein, um den eigenen Lernprozess zu begleiten, zu reflektieren und auch kollaborativ mit anderen Wissen/Lehrstoff zu erarbeiten und in Form von Lernportfolios für unterschiedliche Zielgruppen (privat und öffentlich) zu dokumentieren.

Die wachsende Anzahl an Online-Kursen bis hin zu vollständigen Master-Programmen und standardisierte Badges wie z.B. Open Badges der Mozilla Foundation oder per Signature Track verifizierte Coursera Zertifikate unterstützen diese Entwicklung. Die Technologie macht es sogar möglich, zukünftigen Arbeitgebern per digitalem Portfolio den aktuellen Fortschritt eines laufenden Studiums oder Lehrgangs in Echtzeit zu zeigen.

Business-Netzwerke wie LinkedIn oder XING dienen schon lange immer mehr Leuten dazu, ihren Lebenslauf mit Online-Portfolios (XING) oder Empfehlungen und Bestätigungen (LinkedIn) interaktiv zu ergänzen und ich bin gespannt, wann die beiden Anbieter auch Open Badges unterstützen oder z.B. Zertifikate von edEX, Udacity und Coursera, aber auch iversity und Lecturio (deutsche Onlinekurs-Anbieter) integrieren.

Ach ja: Mein erstes Open Badge habe ich von der Swinburne University of Technology für die erfolgreiche (geprüfte!) Teilnahme am Carpe Diem Learning Design MOOC erhalten (Coursesites unterstützt Open Badges) und nach dem Blackboard Update auch endlich geschafft, es in mein Mozilla Backpack hochzuladen.

My Open Badges

Mozilla Backpack

Mein Mozilla Rucksack mit ersten Badges. Rechts außen: Die einzige Plakette einer Universität – hübsch ist anders, informativ finde ich es auch nicht (wer weiß schon, was ein Carpe Diem Badge sein soll?) aber ich will nicht meckern und freue mich über meine erste offizielle digitale Plakette 😉

Global Collaborative Online Learning: Nucleus for the Future of Higher Ed and Lifelong Learning

This is an essay I’ve posted as part of a discussion on „Spatial-organizational strategies for serving the world’s (urban) majority“ in Globalizing Higher Education and Research for the ‘Knowledge Economy‘ I’ve included the replies as well. The Coursera course was a joint development of the University of Wisconsin Madison and the University of Bristol and all resources are available as an archive.

Online Learning CloudIn order to serve the world’s population better as a destination for high-quality education most higher ed institutions and organisations have to be getting serious about online learning. We need to reach learners wherever they are – independent of their physical location. And we’re not talking about eLearning – we’re talking about social, intercultural and highly individual learning experiences that in some cases lead to a Master’s Degree, in others to mastering a new skill or to acquire a specific qualification.

Here are some reasons for getting serious about online learning:

  • A next-generation kind of online learning which takes advantage of the technological developments of the recent past offers valuable opportunities to learners worldwide
  • intercultural social collaboration without having to travel around the globe
  • flexible schedules to serve lifelong learners, supporting work-life-balance
  • offering high-level educational resources to the economically, physically or politically challenged
  • the Generation Y (Millenials – born after 1981) is expecting all of the above

I’ll discuss four different aspects/areas:

  1. Massive Collaborative Open Online Learning
  2. Corporate Online Universities
  3. Serving Lifelong learners – the rise of the part-time MBA
  4. MOOCs and networked campuses for resource-constrained or rural universities

1) Massive Collaborative Open Online Learning

Coursera with over 100 universities from all over the world, Udemy with 16.000+ online courses, Udacity,, Khan Academy, OpenUniversity, Futurelearn and edXthey all show the way in that they go out to the learners, wherever they are instead of requiring them to come to a physical place.

This is not only a US or UK phenomenon; in Germany – where I live – offers flat-rates for medicinal or law students bundling several courses that lead to degrees and/or credit points at accredited universities and colleges., based in Berlin, started offering high-level MOOCs with international educators and 10.000 students enrolling in courses that don’t even offer credits. Spain is in the lead of MOOC providers in Europe (although I don’t know why – do you?). There is a growing number and a need for next generation MOOCs.

By next generation MOOC I refer to the next generation of online learning, incorporating the impact power of xMOOCs with the connectivist and constructivist didactical design of cMOOCs with recent research in neurosciences on learning processes – combining it with all the empirical experiences we and other early adopters have had with this kind of learning.

Other European examples:

France: FUN, MOOC platform by french Ministère de l’enseignement supérieur et de la recherche.

Italy: Uninettuno OpenupEd

More information about European Online Learning platforms: Open Education Europa


2) Corporate Campus: Online Universities for employees

Additionally, there’s a trend towards high-quality educational programs enforced and facilitated by corporations using the MOOC approach

  • to attract future high potentials as a skilled workforce for the ever-changing dynamic markets ahead
  • to nurture their future workforce and stifle innovation / innovative thinking by offering far more dynamic and praxis-relevant content to learners than the slow-moving HEIs Examples:
  • Udemy already offers with UFO a „corporate university in a box“: a white label platform for companies where they can build their own online academies with or without filled catalogues of online courses
  • Coursera and Udacity offer subscription-based plans for companies of all sizes to facilitate their in-house L & D needs
  • adidas has built a 21st-century online campus with MOOCs (Adidas Group Learning Campus) and Deutsche Telekom is trying to find answers with their initiative


3) Serving Lifelong Learners – rise of the part-time MBA

There’s another development that has to do with the changing demographics and faster changing (digital and global) world and markets: the lifelong learners need to be served and individuals, as well as corporations worldwide, begin to see innovative online courses with a connected design as a solution to their learning needs in different phases of their (work-) life.

The list of part-time Master programmes for full-time working executives is growing every day (here’s a US ranking of part-time MBA’s) and more people are interested in specialized and individualized master programmes

Older students prefer taking online classes from home and need more flexible schedules to cater to family needs.


4) MOOCs and networked campuses for resource-constrained or „far from hot-spots“ universities:

  • Advanced integrated second generation MOOCs will be one solution for resource constrained universities to attract and serve students globally without having to provide expensive campuses in urban areas
  • Low-cost satellite campuses (see a great post on this subject by Donnalee Donaldson) in different hubs/hot spots of the world like New York, London, Berlin, Shanghai, Tokyo, Barcelona or San Francisco could extend their reach even more if they offered complete Bachelor/Master degree courses online with short sessions in these physical campuses for live collaboration experiences, activities and exams in person (Blended Learning)
  • once they moved serious parts of their formal educational program online they can expand their reach even further by building a networked campus with other smaller HEIs in order to share resources and students. An example for this is the network of small universities „L’université Lorraine“ in Lorraine, France: See the post of Jonathan Pierrell

To incorporate and offer collaborative, networked online learning experiences with a diverse intercultural structure is the future – for universities as well as for corporations. To not only serve an urban majority of the population but also the people who otherwise have no access to high-level education or intercultural exchange for geographic, economic or political reasons.

Discussion (anonymized)


Nice post. Thanks for sharing the map indicating the number of MOOCS by countries in Europe. Quite interesting. (FYI, in France, the French National Education has started its own MOOC platform: FUN – I thinkn the potential for changes in higher education is even more significant when universities are almost completely publicly founded…)

Yes online learning is a way of the future. Nevertheless, I do have questions. I am certainly enjoying this course, much more than I thought I would.

Firstly, all the material caters for the typical  English speaker, I have no problem navigating my way around the site – it’s great! However, what if  I didn’t understand or indeed fully understand English? How could I access this information, how could I navigate my way around this site? The language of the internet is English and it is people with this knowledge who benefit most.
Also, online learning is great for people who have good bandwidth. Good bandwidth in many parts of the world costs money. If I can’t afford good bandwidth I am excluded from or it will be difficult for me to access online education.
Oh yes, I have my own laptop so I can interact with this material any time, any place. This laptop was not cheap and if I couldn’t afford this laptop then again my access would be restricted.
Yes, the way we are learning is changing and it is really exciting but at the end of the day it seems that it is still the same people who are denied access. Collaborative approaches as you mention are crucial, but I believe that collaborative approaches with a conscience are the future.

Hi BJ,
The map with the number of MOOCs in Europe does indicate that MOOCs do not only exist in English! If you didn’t speak English, you wouldn’t have joined this course and would have started some (maybe on a similar or other topic) in a language that you would understand. For sure, it’s less likely to have a MOOC in a regional language or a minority language, but there is linguistic variety out there. I would say, don’t think that all the info on the net is in English … (Maybe you have missed out a lot :p)As for the cost and accessibility, yes, bandwidth and other equipment is required, but what is more expensive: a laptop (with or without internet, since there are wifi hotspots in more and more places), or tuition fees? I believe that there are very few people who cannot afford a laptop and still end up in any HEI..

Hi BJ, you make some very good points there and to answer your questions I’ve collected a few links for you:
1) Language variety
MOOCs are starting out worldwide and English is the most comon language as of yet but already you’ll find offers in many different languages as well:

  1. (German MOOC provider, open education, you only pay for certificates): they just startet out last year and offer approx. 60% in German (rest in English) while the profs are from various countries. I’m currently studying a course on Gamification which is held by spanish lecturers in English, the students are diverse
  2. offers many different languages, take a look at their current course catalogue (i.e. 48 Chinese, 22 French, 17 Spanish, 4 Ukrainian…):

Coursera course catalogue as of April 13, 2014

2) Bandwith/Internet access for all

  • Project Loon by Google – Internet access for everyone in rural areas or after political/natural disasters
  • Facebook’s project „SocialEdu“ at (info available in different languages)
    Last month announced partnerships with Rwandan government, Nokia, edX and Airtel for a a pilot project called SocialEDU, which will help provide students in Rwanda with free access to a collaborative online education experience.

I’m aware that this is only a humble start and I’m sure there are many similar projects out there I don’t know of (especially in languages I don’t understand and therefore couldn’t even google…) – but we are pioneers in this area and part of a spearhead eventually followed by unstoppable legions of the masses 🙂

I would like to see credentialing by online moocs on par with brick-and-mortar institutions, without an extravagant increase in price to the learner, which would defeat the purpose of making learning more accessible to more of the world’s population.


MOOCs’ disruption is only beginning says Harvard prof in The Boston Globe

See on Scoop.iteLearning News

Gaby K. Slezák’s insight:

An informed and inside look on the ongoing disruption of higher education. Facts about much needed innovation and discussion about the future of higher ed, (un-) employability after college, the beginning pressure on overprized education in the US that’s been generated through MOOCs, false basic assumptions about technology and social learning  and optimization of the process for faculty and students for the 21st century.

See on

MOOC-Studie: Video-Lektionen kurz, aktiv und persönlich gestalten

Interessante Ergebnisse einer aktuellen Studie mit Daten der edX MOOC-Plattform zum Thema Video-Vorlesungen und Micro-Lectures.
Die Autorin Debbie Morrison, selbst M.A. in Education and Human Development, listet  die erforschten Schlüsselfaktoren für die erfolgreiche Einbindung von Video-Segmenten in MOOCs auf. Sie gibt auch daraus abgeleitete praktische Tipps für Dozenten, eLearning-Spezialisten und Kursleiter für die Herstellung zukünftiger Videos, die dann hoffentlich die Massen (dafür steht das M in Moocs – Massive Open Online Courses) begeistern und zum Weiterlernen motivieren.
Zwei wichtige Ergebnisse der Studie vorab:

> Je kürzer die Videos, desto besser: Nach 6 Minuten sinkt die Aufmerksamkeit rapide
> Up close & personal: Den Studierenden gefallen die sogenannten „Talking Heads“ besser als abgefilmte Vorlesungen aus dem Hörsaal – obwohl die Dozenten das „Klassenzimmer-Feeling“ bevorzugen, haben die persönliche Ansprache aus nächster Nähe mehr Effekt und fördern den Lernprozess sowie das Engagement nachhaltig.

Hier der exzellente Artikel über die Studie:
>> MOOC Design Tips: Maximizing the Value of Video Lectures | online learning insights