Relevant bibliographies by topics / Connectivist massive open online course

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Connectivist massive open online course'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Connectivist massive open online course"

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El Emrani, Soumaya, Ali El Merzouqi, and Mohamed Khaldi. "Massive Online Open Courses Platforms." International Journal of Smart Education and Urban Society 10, no. 1 (2019): 25–36. http://dx.doi.org/10.4018/ijseus.2019010103.

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This article presents a comparative and analytical study that was carried out for six massive online open course (MOOC) platforms: Coursera, edX, Udacity, Canvas, FutureLearn and Riwaq. The main objective of this article was to analyze the attitudes, perspectives, and different technical and pedagogical characteristics of these platforms. This analysis was achieved by examining a sample of 16 courses from these platforms in the fields of: computing sciences, business, art and humanities. The results show the differences and similarities among these platforms in terms of interface ergonomics an
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Kop, Rita. "The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course." International Review of Research in Open and Distributed Learning 12, no. 3 (2011): 19. http://dx.doi.org/10.19173/irrodl.v12i3.882.

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Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.
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Adamski, Melissa, Helen Truby, Karen M. Klassen, Stephanie Cowan, and Simone Gibson. "Using the Internet: Nutrition Information-Seeking Behaviours of Lay People Enrolled in a Massive Online Nutrition Course." Nutrients 12, no. 3 (2020): 750. http://dx.doi.org/10.3390/nu12030750.

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People’s accessibility to nutrition information is now near universal due to internet access, and the information available varies in its scientific integrity and provider expertise. Understanding the information-seeking behaviours of the public is paramount for providing sound nutrition advice. This research aims to identify who learners in a nutrition-focused Massive Open Online Course (MOOC) turn to for nutrition information, and how they discuss the information they find. A multi-methods approach explored the information-seeking and sharing behaviours of MOOC learners. Summative content an
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El Emrani, Soumaya, Ali El Merzouqi, and Mohamed Khaldi. "An Intelligent Adaptive cMOOC “IACM” for Improving Learner’s Engagement." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (2021): 82. http://dx.doi.org/10.3991/ijet.v16i13.22261.

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Despite the massive number of enrollments in MOOC (Massive Open Online Course) platforms, dropout rates are very high. This problem can be due to several factors: Social, pedagogical, prior knowledge as well as a demotivation. To deal with this type of problems, we have designed an adaptive cMOOC (Connectivist MOOC) platform for each registered learner’s profile.
 From the first human-machine interaction, the process adapts the learner's need according to a pre-established model. It is based on the processing of statistical data collected by correspondence analysis and regression algorith
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Nasongkhla, Jaitip, and Siridej Sujiva. "A HyFlex-Flipped Class in Action Learning: A Connectivist MOOC for Creative Problem-Solving." Contemporary Educational Technology 14, no. 4 (2022): ep392. http://dx.doi.org/10.30935/cedtech/12554.

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This design research aims to propose a HyFlex strategy for students and participants in the workplace using massive open online course (MOOC) flipped between the two settings, an active in-classroom to an action learning in the workplace. The research methods were designed into two major parts, where the first part was a design stage which included the review and design process, while the second part involved case studies. The learning design is analogous to an origami paper folding system that processes the diversified questioning of real-world problems and recursively reflects the thought, a
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Mohamed, Misrah Hamisah, and Michael Hammond. "MOOCs: a differentiation by pedagogy, content and assessment." International Journal of Information and Learning Technology 35, no. 1 (2018): 2–11. http://dx.doi.org/10.1108/ijilt-07-2017-0062.

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Purpose Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences. Design/methodology/approach The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing provide
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Meinert, Edward, Abrar Alturkistani, Josip Car, Alison Carter, Glenn Wells, and David Brindley. "Real-world evidence for postgraduate students and professionals in healthcare: protocol for the design of a blended massive open online course." BMJ Open 8, no. 9 (2018): e025196. http://dx.doi.org/10.1136/bmjopen-2018-025196.

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IntroductionThere is an increased need for improving data science skills of healthcare professionals. Massive open online courses (MOOCs) provide the opportunity to train professionals in a sustainable and cost-effective way. We present a protocol for the design and development of a blended MOOC on real-world evidence (RWE) aimed at improving RWE data science skills. The primary objective is to provide the opportunity to understand the fundamentals of RWE data science and to implement methods for analysing RWD. The blended format of MOOC will combine the expertise of healthcare professionals j
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De Waard, Inge, Sean Abajian, Michael Sean Gallagher, et al. "Using mLearning and MOOCs to understand chaos, emergence, and complexity in education." International Review of Research in Open and Distributed Learning 12, no. 7 (2011): 94. http://dx.doi.org/10.19173/irrodl.v12i7.1046.

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<p>In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We dis
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Galstyan Sargsyan, Ruzan. "MASSIVE ONLINE COURSES (MOOCS) AND THEIR ROLE IN THE DIGITALIZED ERA." EPH - International Journal of Science And Engineering 7, no. 4 (2021): 29–33. http://dx.doi.org/10.53555/ephijse.v7i4.185.

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MOOC, “Massive Open Online Course” is a term coined in 2008 by George Siemens and Stephen Downes after carrying out the online course CCK08 (Fini, 2009) that succeeded a number of previously successful OOCs (Fini et al., 2008). They have emerged, challenging existing methods and approaches and were developed from the traditions of distance and self-access learning. Their structure was inspired by the philosophy of connectivism, and the implementation requires conceptual changes in perspective from both “facilitators” (tutors) and learners.
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Gürsakal, Necmi, and Aras Bozkurt. "Identifying gatekeepers in online learning networks." World Journal on Educational Technology: Current Issues 9, no. 2 (2017): 75. http://dx.doi.org/10.18844/wjet.v9i2.1277.

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The rise of the networked society has not only changed our perceptions but also the definitions, roles, processes and dynamics of online learning networks. From offline to online worlds, networks are everywhere and gatekeepers are an important entity in these networks. In this context, the purpose of this paper is to explore gatekeeping and gatekeepers in online learning networks. In this regard, it will examine the indicators of gatekeeping and gatekeepers, and gatekeepers’ roles and functions in learning network formation processes. For the purposes of the research, the paper uses multiple-c
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Dissertations / Theses on the topic "Connectivist massive open online course"

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Marques, Paula Fogaça. "Massive Open Online Course (MOOC) : uma análise de experiências pioneiras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131916.

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Esta dissertação discorre sobre os Massive Open Online Courses (MOOC), com vistas à análise das experiências pioneiras no Brasil. O desafio esteve em trabalhar sobre as potencialidades e as limitações acerca das propostas de arquiteturas pedagógicas na construção de um curso nesse formato. Foram analisados o planejamento para a execução dos cursos e o desenvolvimento desse modelo. A pesquisa de caráter qualitativo está alicerçada no estudo de multicasos na ótica de quatro experiências: três totalmente brasileiras, uma luso-brasileira. O estudo foi desenvolvido a partir da triangulação metodoló
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Lißner, Andrea, Marlen Dubrau, Daniela Pscheida, and Anja Lorenz. "Massive Open Online Course made in Saxony." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-125286.

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Massive Open Online Courses, sogenannte MOOCs sind offene und über das Internet für jeden kostenfrei zugängliche Kurse, die hierdurch oft eine Vielzahl an Teilnehmenden erreichen. Alle Beteiligten lernen gemeinsam, jedoch mit verschiedensten persönlichen Zielen. Die Inhalte werden nicht ausschließlich von den Veranstalter/inne/n vorgegeben, sondern können zudem auch von den Teilnehmenden erweitert und geteilt werden. Mit dem SOOC13, dem Saxon Open Online Course, wurde einer der aktuellsten und vieldiskutierten Trends [1] im E-Learning im Sommersemester 2013 von den Technischen Universitäten in
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Silva, Patrícia Grasel da. "Aprendizagens em massive open online course (MOOC)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/168812.

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Diante de uma sociedade conectada, em que as trocas sociais ganham dimensão através da internet, nos propomos a estudar sobre aprendizagens em Massive Open On-line Course (MOOC), mais especificamente sobre os intercâmbios sociais que implicam para a aprendizagem social. Objetivo trata de identificar as interações que emergem das trocas sociais estabelecidas entre os alunos através da comunicação escrita nos fóruns, além de verificar os desdobramentos dos possíveis intercâmbios nas aprendizagens sociais e analisar as possíveis contribuições das interações para aprendizagens em contexto a distân
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Chudzicki, Christopher A. "Learning experiments in a MOOC (Massive Open Online Course)." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99281.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Physics, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 63-65).<br>We present results from two treatment / control experiments in the 8.MReV: Mechanics ReView massive open online course (MOOC) run on edX.org during summer 2014. We compare the efficacy of physics homework problems: (1) traditional physics problems involving many skills, (2) deliberate-practice activities that train individual skills using the drag-and-drop format, and (3) analogous deliberate practice activities in m
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Moe, Rolin. "The evolution and impact of the massive open online course." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625105.

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<p>An online learning phenomenon emanated 2&frac12; years ago from three courses taught at Stanford University, promising an opportunity for high-quality instruction from elite institutions and professors for no cost to the student. This phenomenon, which came to be known as the MOOC, catalyzed sweeping changes in both higher education&rsquo;s relationship with distance education, as well as the discussion of higher education in society, in a remarkably short period of time. </p><p> While people have questioned the effectiveness of MOOC learning and the potential negative consequences of ado
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Trejos, Navarro Alonso Iván. "Evaluación de usabilidad de un Massive Open Online Course (MOOC)." Tesis, Universidad de Chile, 2014. http://repositorio.uchile.cl/handle/2250/132841.

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Ingeniero Civil en Computación<br>El objetivo del presente trabajo de título corresponde al estudio de usabilidad de un Massive Open Online Course (MOOC). Los MOOC son sistemas de aprendizaje en línea que cada vez se hacen más populares, donde un profesor puede enseñar a cursos de miles de alumnos. Al ser esto un tema particularmente reciente, no existen una gran cantidad de estudios sobre usabilidad en estas plataformas. Por esto, es interesante probar una metodología para evaluar la usabilidad de una. Además, con este trabajo de título se pretende estudiar la interacción de usuarios de edu
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Knox, Jeremy. "Posthumanism and the Massive Open Online Course : contaminating the subject of global education." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15895.

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The Massive Open Online Course (MOOC) has surfaced as one of the most prominent developments in digital education in recent years, attracting significant media attention and involving some of the world’s elite universities. MOOCs are fully online courses that attract high numbers of enrolees, often in the tens of thousands, and are typically publicised as offering free participation. To date, critical analysis of the MOOC has been rare in the academic literature: this thesis will address the need for more nuanced discussions by critiquing and theorising MOOCs from the position of critical post
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Vonder, Haar Christine M. "Understanding learner engagement and the effect of course structure in massive open online courses." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129929.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020<br>Cataloged from student-submitted PDF of thesis.<br>Includes bibliographical references (page 44).<br>In this thesis, we analyze learner performance in two edX programming courses. We look at many dierent types of learners, such as learners who have taken both intro and advanced courses, learners who opt to pay for certification, learners who take the experimental self-paced course, learners who eventually become community teaching assistants, and learners who tak
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Brites, Liara Saldanha. "Saúde em todas as políticas : reflexões para desenvolvimento de um Massive Open Online Course (MOOC)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/169673.

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Esta Dissertação tem como objetivo analisar e sistematizar informações (referências bibliográficas e experiências) sobre Saúde em Todas as Políticas (STP) - abordagem da Organização Mundial da Saúde (OMS), a fim de propor o roteiro de um Curso Online Aberto e Massivo (MOOC - abreviação em inglês de Massive Open Online Courses) sobre o tema STP. De cunho exploratório e abordagem mista, utilizou-se a revisão bibliográfica e a análise documental para produzir os seguintes produtos/resultados: a) um artigo original que apresenta o resultado de buscas no diretório MOOC-List.com, sobre os MOOCs já e
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Yamo, Pittaya. "Learner intrinsic motivation in online social learning platforms: A case study of massive open online course (MOOC) in Thailand." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108005/5/Pittaya_Yamo_Thesis.pdf.

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This qualitative case study aimed to better understand how intrinsic motivation played an important role in MOOCs. Most of the research on MOOCs has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation in Thailand has been urgently needed. The findings found that there were three factors of social conditions, env
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Books on the topic "Connectivist massive open online course"

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Knox, Jeremy. Posthumanism and the Massive Open Online Course. Routledge, 2016. http://dx.doi.org/10.4324/9781315674032.

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Stengel, Paul Joseph. The Elements, Processes, and Outcomes of Collaborative Massive Open Online Course Development Teams. [publisher not identified], 2020.

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Queirós, Ricardo. Emerging Trends, Techniques, and Tools for Massive Open Online Course Management. IGI Global, 2018.

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Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [publisher not identified], 2017.

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Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education. Taylor & Francis Group, 2016.

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Knox, Jeremy. Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education. Taylor & Francis Group, 2016.

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Knox, Jeremy. Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education. Taylor & Francis Group, 2016.

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Knox, Jeremy. Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education. Taylor & Francis Group, 2016.

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Knox, Jeremy. Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education. Taylor & Francis Group, 2016.

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Alman, Susan W., and Jennifer Jumba. MOOCs Now: Everything You Need to Know to Design, Set up, and Run a Massive Open Online Course. ABC-CLIO, LLC, 2017.

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Book chapters on the topic "Connectivist massive open online course"

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Halder, Santoshi, and Sanju Saha. "Massive Open Online Course (MOOC)." In The Routledge Handbook of Education Technology. Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-23.

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Rennie, Frank, and Keith Smyth. "MOOC (massive open online course)." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-133.

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Bekmanova, Gulmira, Assel Omarbekova, Zulfiya Kaderkeyeva, and Altynbek Sharipbay. "Model of Intelligent Massive Open Online Course Development." In Computational Science and Its Applications – ICCSA 2020. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58802-1_20.

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Hassed, Craig, and Richard Chambers. "The Mindful Massive Open Online Course (MOOC)—Mindfulness at Scale." In Tertiary Online Teaching and Learning. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_25.

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De Marsico, Maria, Filippo Sciarrone, Andrea Sterbini, and Marco Temperini. "An Environment to Model Massive Open Online Course Dynamics." In Communications in Computer and Information Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49559-6_4.

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Goosen, Leila. "Innovative Technologies and Learning in a Massive Open Online Course." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35343-8_69.

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Maldonado-Mahauad, Jorge, Andrés Auquilla, Karina Abad, Jaime Veintimilla-Reyes, and Miguel Zúñiga-Prieto. "Predicting Learners’ Performance in a Programming Massive Open Online Course." In Lecture Notes in Educational Technology. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-7353-8_17.

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Tsiatsos, Thrasyvoulos, Stella Douka, Nikolaos Politopoulos, and Panagiotis Stylianidis. "Massive Open Online Course for Basketball Injury Prevention Strategies (BIPS)." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75175-7_60.

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Winther, Anne, Valerie Jackman, and Keira Oliver. "Massive Open Online Course u.lab: Creating Transformational Learning in Scotland." In Palgrave Critical University Studies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21625-2_11.

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Kurniawan, Yohannes, Taruna Diyapradana, Fina Shabrina Sutarto, and Elian Wira Sena. "Development of Massive Open Online Course for University Course (A Case Study Approach)." In Lecture Notes in Electrical Engineering. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24584-3_14.

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Conference papers on the topic "Connectivist massive open online course"

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Fernandez, Bryant, and Marisa Karsen. "Artificial Intelligence in Massive Open Online Course: A Systematic Literature Review." In 2024 International Seminar on Application for Technology of Information and Communication (iSemantic). IEEE, 2024. https://doi.org/10.1109/isemantic63362.2024.10762139.

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Salun, Maryna, and Kateryna Zaslavska. "MOOCs and their contribution to non-formal learning in the realities of Ukrainian business education." In Socratic Lectures 11. University of Lubljana Press, 2024. http://dx.doi.org/10.55295/psl.11.2024.14.

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In today's rapidly changing educational landscape, the role of MOOCs (Massive Open Online Courses) has become increasingly significant, especially in the context of non-for-mal learning. This paper delves into the evolving landscape of Massive Open Online Courses (MOOCs), examining global and Ukrainian platforms. Two primary models of MOOCs are highlighted: cMOOCs, which emphasize connectivist principles like creation and autonomy, and xMOOCs, which follow traditional higher education methods with pre-recorded lectures and standardized assessments. The diverse MOOC landscape is highlighted, in
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Holotescu, Carmen, Gabriela Grosseck, and Vladimir Cretu. "MOOC'S ANATOMY. MICROBLOGGING AS THE MOOC'S CONTROL CENTER." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-159.

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The term MOOC (Massive Open Online Courses) was coined by Downes (2008) and Siemens (2010), who facilitated the first such online course, the hundreds of participants being distributed geographically, and the content, communication and collaboration being hosted by a large typology of Social Media platforms; the central topic of the course was Connectivism and Connective Knowledge (http://connect.downes.ca/archive/08/09_15_thedaily.htm). Some important characteristics of MOOCs are: learner-centered, open access, and scalability. In 2012, which can be considered the year of MOOC, this trend has
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Darmofal, David L. "A Massive Open Online Course in Aerodynamics." In 53rd AIAA Aerospace Sciences Meeting. American Institute of Aeronautics and Astronautics, 2015. http://dx.doi.org/10.2514/6.2015-1514.

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Thankachan, Karun. "Adaptive Intelligence for Massive Online Open Course." In 2018 9th International Conference on Computing, Communication and Networking Technologies (ICCCNT). IEEE, 2018. http://dx.doi.org/10.1109/icccnt.2018.8494018.

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Dillahunt, Tawanna R., Sandy Ng, Michelle Fiesta, and Zengguang Wang. "Do Massive Open Online Course Platforms Support Employability?" In CSCW '16: Computer Supported Cooperative Work and Social Computing. ACM, 2016. http://dx.doi.org/10.1145/2818048.2819924.

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García, Concepción Bueno, Clara Ubieto Artur, Isabel Ubieto-Artur, et al. "Designing and Implementing a Massive Open Online Course." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. ACM, 2017. http://dx.doi.org/10.1145/3144826.3145431.

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Jdidou, Youssef, Mohamed Khaldi, Souhaib Aammou, and Kaoutar El Bakkari. "TEACHING INFOGRAPHICS USING MASSIVE OPEN ONLINE COURSE (MOOC)." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1796.

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Yan, Xiaowei, Guangmin Li, Qian Li, Jiejie Chen, Wenjing Chen, and Fan Xia. "sentiment analysis on massive open online course evaluation." In 2021 International Conference on Neuromorphic Computing (ICNC). IEEE, 2021. http://dx.doi.org/10.1109/icnc52316.2021.9608255.

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"Massive Open Online Course: The Implication to iSchool Education." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14296.

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Reports on the topic "Connectivist massive open online course"

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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Woods, Mel, Saskia Coulson, Raquel Ajates, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course wer
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