Can MOOCs Support Secondary Education in Computer Science?

  • Catrina Tamara Grella
  • Thomas Staubitz
  • Ralf Teusner
  • Christoph Meinel
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 544)


Despite the importance of competencies in computer science for participation in the digital transformation of nearly all sectors, there is still a lack of learning material and technically experienced teachers in German schools. In the paper at hand, we investigate the potential of Massive Open Online Courses (MOOCs) for secondary education. Schools can profit from this learning content and format provided by well-known institutions. However, German schools provide some challenging conditions, which have to be taken into account for a meaningful integration of e-learning elements. Our statistical and qualitative results are based on the representative data of the National Educational Panel Study (NEPS), the learning data of more than 100,000 online learners from over 150 countries, and the outcomes of several workshops with teachers and school administrators.


MOOCs STEM K-12 Flipped classrooms Learning culture Technical teacher training 


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Catrina Tamara Grella
    • 1
  • Thomas Staubitz
    • 1
  • Ralf Teusner
    • 1
  • Christoph Meinel
    • 1
  1. 1.Hasso Plattner Institute for IT-Systems Engineering at the University of Potsdam Campus GriebnitzseePotsdamGermany

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