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Dissertations / Theses on the topic 'Connectivist massive open online course'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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 2½ 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’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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Stefanic, Nicholas Michael. "Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5315.

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While developing creativity is an important goal of many educational endeavors, creating music, from a music education perspective, is a powerful pedagogical tool. Beyond comparing the relative creativity of individuals' musical creative products (e.g., melodies, songs, lyrics, beats, etc.), research in musical creativity must consider how engaging in the creative process can be an effective teaching tool, what I have termed creativity-based music learning. If music teachers are to develop students' abilities “to experience music as meaningful, informed by sensitive discernments and broad unde

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Limache, Ignacio Rubén Antonny. "Massive Open Online Course Mooc y el rendimiento académico de los estudiantes de la I.E. Salesiano “Don Bosco”." Bachelor's thesis, Universidad Continental, 2017. http://repositorio.continental.edu.pe/handle/continental/4618.

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La presente investigación basado en el “Prototipo de los conceptos de Massive Open Online Course MOOC y el rendimiento académico de los estudiantes de la I.E. Salesiano “Don Bosco”; tuvo como objetivo general determinar la influencia del prototipo de los conceptos de Massive Open Online Course MOOC en el rendimiento académico de los estudiantes, para mejorar las competencias interpretativas, argumentativas y propositivas; comprobando la hipótesis que el prototipo de los conceptos de Massive Open Online Course influye positivamente en el rendimiento académico de los estudiantes. La implementaci

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Fife, Mary-Ann. "The influence of video lectures on student engagement in the University of Cape Town's first Massive Open Online Course." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22800.

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This study set out to determine the role that video lectures played in engaging participants with different learning styles in UCT's first Massive Open Online Course (MOOC), Medicine and the Arts: Humanising Healthcare. A framework based on Grundewald's adaptation of Kolb's Learning Model was developed in order to segment students according to their learning styles and analyse the similarities and differences in their preferences for various video production styles (e.g. talking head, location-based videos, office based videos, visually illustrative videos etc.). Since prior research in this f

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Santos, Noeli Batista dos. "A transmidiação dos sentidos de docência na prática dos MOOCS : perspectivas emergentes." reponame:Repositório Institucional da UnB, 2018. http://repositorio.unb.br/handle/10482/34201.

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Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2018.<br>Esta pesquisa, orientada pelos estudos sobre transmidiação – na perspectiva teórica da semiótica e da ecologia das mídias –, teve por objetivo geral analisar elementos suscetíveis de explicar como os MOOCs de universidades brasileiras estariam transmidiando os sentidos de docência por meio da atualização de práticas didático-pedagógicas para o contexto da cibercultura. O estudo foi delimitado pela tese de que há um pensamento pedagógico transmídia, e que este, quando aplicado ao en

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SADEHVANDI, NIKAN. "An Empirical Study on the Effects of Pedagogical Intervention on Improving the Quality of Peer Assessment in Massive Open Online Courses." Kyoto University, 2019. http://hdl.handle.net/2433/243287.

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Souza, Tomás Teixeira de. "Laboratório online de música e tecnologia : planejando e implementando um MOOC para o ensino de Música online." reponame:Repositório Institucional da UnB, 2017. http://repositorio.unb.br/handle/10482/31796.

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Dissertação (mestrado)—Universidade de Brasília, Instituto de Artes, Departamento de Música, Programa de Pós-Graduação Música em Contexto, 2017.<br>Submitted by Raquel Almeida (raquel.df13@gmail.com) on 2018-04-13T20:05:32Z No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5)<br>Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2018-05-08T20:42:10Z (GMT) No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5)<br>Made available in DSpace on 2018-05

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Bryant, Martha Guidry. "The Development of the Massive Open Online Course Virtual Learning Environment Scale (MVLE) and Model to Measure Satisfaction of MOOC Online Learning Courses in Higher Education| A Mixed Methods Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10617545.

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<p> Information technology is not new to academia. Numerous educators and research scholars studying the usefulness of digital technologies in the classroom seek to determine whether the underlying pedagogies effectively bridge the gap between quality of instruction, student engagement, and eventual acceptance of the technology tool in use. With the increase and sophistication in the delivery of online courses in colleges across the country, we now see the recent emergence of an online course structure called Massive Open Online Courses, MOOCs (Sandeen, 2014). MOOCs have intensified the intere

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Kahnwald, Nina, Anja Lorenz, Daniela Pscheida, and Andrea Lißner. "Studierende als Zielgruppe von Open Online Courses: Potenziale und Herausforderungen am Beispiel des SOOC13." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126160.

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Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)

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Yamamoto, Iara. "Metodologias ativas de aprendizagem interferem no desempenho de estudantes." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-22092016-121953/.

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Esta pesquisa analisa fatores que sustentam o uso das metodologias ativas para o aumento do desempenho dos estudantes para a aprendizagem significativa, levando-se em consideração que o ato de aprender é intransferível, só o indivíduo pode fazê-lo e ninguém pode aprender por outro, mas pode-se incentivar o interesse dos estudantes, explorando novas oportunidades de aprendizagem, bem mais centradas na atividade dos estudantes, utilizando a hibridização, que é a mescla de técnicas e ferramentas que auxiliam e dinamizam o aprendizado com a combinação entre ambientes presenciais e virtuais de ensi

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Knöös, Johanna, and Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.

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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learne

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Frank, Oscar. "Gamification inom MOOCs : Framsteg och utmaningar." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435159.

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Den här uppsatsen utforskar tidigare litteratur på gamification inom Massive Online OpenCourses (MOOCs) för att undersöka hur gamification uppfattas som ett verktyg i MOOCs.Analysverktyget som används är en kvantitativ innehållsanalys som avgränsar genomsökningentill 17 publikationer om gamification i MOOC. I korthet visar resultatet att gamification harpotential att främja undervisning i MOOCs. Majoriteten av litteraturen är positiv tillgenomförandet av gamification. Denna uppsats föreslår, baserat på resultatet, att socialinteraktion är ett mycket viktigt element för eleverna att hålla sig m

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NEVES, Mauricio dos Santos. "Estratégias para o ensino de gêneros textuais com utilização de MOOCS em dispositivos móveis." Universidade Federal Rural de Pernambuco, 2015. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/6713.

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Submitted by (edna.saturno@ufrpe.br) on 2017-03-30T11:54:38Z No. of bitstreams: 1 Mauricio dos Santos Neves.pdf: 1447302 bytes, checksum: 791d8e33465620f9aadfe171f5000c93 (MD5)<br>Made available in DSpace on 2017-03-30T11:54:38Z (GMT). No. of bitstreams: 1 Mauricio dos Santos Neves.pdf: 1447302 bytes, checksum: 791d8e33465620f9aadfe171f5000c93 (MD5) Previous issue date: 2015-02-27<br>The Distance Education (DE) is rather driven by technological advances. The objective of this work is to develop in innovative perspective, the CAMPO (Open Course Massive Pernambucano On-Line), an application

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Ferrer, Mico Maria Teresa. "Community of Inquiry (COI) and Self-Directed Learning (SDL) in Online Environments: An Exploratory, Correlational and Critical Analysis of MOOCs. Introduction to Cybersecurity MOOC Case Study." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/360851.

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L’objectiu d’aquesta recerca multi-paradigmàtica és presentar un anàlisis exploratori, correlacional y crític dels MOOC (Massive Open Online Courses) entesos com a comunitats d’aprenentatge participatius i descobrir el rol que l’aprenentatge autònom juga dins d’aquest marc. La recerca combina dades quantitatives i qualitatives i junt amb el marc teòric actual afegeix novetats en el cap de l’educació a distancia y les noves formes d’oferir cursos a distància. Els nostres resultats mostren diferencies estadístiques entre els estudiants que participen en diferent nombre de tests i el seu nivell d

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Lee, Wei-Che, and 李維哲. "Pricing and Diversification of Massive Open Online Course Platforms." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/gk3vc2.

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碩士<br>國立臺灣大學<br>資訊管理學研究所<br>105<br>Massive Open Online Courses (MOOCs) have recently received a great deal of attention in higher education. MOOCs demonstrate universities’ efforts in offering high-quality digital learning materials to everyone in the world, which should be encouraged. Nevertheless, as a MOOC platform must ensure its financial sustainability, it is questionable whether a platform’s profit-seeking pricing strategy will hurt the diversity of courses, such as eliminating courses with low certificate purchasing rates. To address this question, we adopt a game-theoretic framework t

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Bui, Nguyen Thi Khoi. "Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC)." Phd thesis, 2018. http://hdl.handle.net/1885/160643.

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The globalisation era presents an urgent need for teacher professional development in the domain of intercultural language teaching and learning (ILTL) that allows language teachers to work with and prepare their students for effective intercultural communication. However, most teacher professional development programs in ILTL are simply intercultural training workshops or based on short-term, sporadic and top-down approaches, overlooking the expertise, experience and beliefs of teacher-participants. Innovative delivery models are needed to improve

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Wang, Yuan. "Demystifying Learner Success: Before, During, and After a Massive Open Online Course." Thesis, 2017. https://doi.org/10.7916/D84B3CQT.

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Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The development of technology and scale of online education considerably outpace efforts to evaluate and understand how well it is succeeding at improving outcomes. As a response and after reviewing current literature and relevant theories, in this dissertation, three research directions have been identified, as critical steps toward better understanding MOOC success: 1.How does a learner’s motivation influence their outcomes? 2

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Pinheiro, Bruno Miguel da Silva. "Escape to Your Future - Desenvolvimento de um Massive Open Online Course Gamificado." Master's thesis, 2021. http://hdl.handle.net/10400.26/39255.

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Nesta dissertação desenvolveu-se um Massive Open Online Course (MOOC), com conteúdos educativos e orientados para a promoção do empregojovem, endereçado a uma população desfavorecida e com dificuldades de integração no mercado de trabalho. No preâmbulo das teorias de aprendizagem, onde nesta investigação se deu destaque ao Behaviorismo, Construtivismo e Conetivismo, o método de ensinar tem vindo a ser pensado e estruturado consoante diferentes pensamentos e teorias. Neste sentido, pretende dar-seênfase ao potencial do ensino a distância, baseando os

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Stengel, Paul Joseph. "The Elements, Processes, and Outcomes of Collaborative Massive Open Online Course Development Teams." Thesis, 2020. https://doi.org/10.7916/d8-4gdm-vp70.

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This dissertation explores the experiences of nineteen individuals assigned to six collaborative Massive Open Online Course (MOOC) development teams across four university sites. Based on an analysis of these semi-structured interviews and process artifacts, findings reveal that collaborative MOOC development teams are composed of members with cross-campus affiliations who possess distinct knowledge, skills, and attitudes that—when combined with specific resources—facilitate the interdependence needed to effectively collaborate on MOOC curriculum. This research suggests that process behaviors

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Huang, Shih-Che, and 黃士哲. "Design and Implementation of Peer Grading Mechanism of Massive Open Online Course Platform." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96427837512674139289.

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碩士<br>國立清華大學<br>資訊工程學系<br>101<br>With the appearance of a great amount of knowledge of different fields, the explosion of knowledge has taken place. How to get information quickly and efficiently has become extremely important. Furthermore, it is necessary for modern people to learn much more since the integration of different technologies in different fields has become more and more common; however, it is not convenient for modern people to learn due to the limit of time and place. Therefore, online learning platform has been a convenient way for learning in recent years. There are many onlin

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"Gatekeeping Practices of Participants in a Digital Media Literacy Massive Open Online Course (MOOC)." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49162.

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abstract: Long before “fake news” dominated the conversation within and about the media, media literacy advocates have championed the need for media literacy education that provides the tools for people to understand, analyze, and evaluate media messages. That the majority of U.S. adults now consume news on social media underscores the importance for students of all ages to be critical users of media. Furthermore, the affordances of social media to like, comment, and share news items within one’s network increases an individual’s responsibility to ascertain the veracity of news before using a

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Ting, Po-Feng, and 丁柏楓. "A Study of Exploring Learners’ Accepting Factors for Open E-learning Platform: The Case of Massive Open Online Course." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/6bw92n.

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碩士<br>國立中興大學<br>資訊管理學系所<br>103<br>With the flourishing development of information technology in recent years, the way of study is transferred from classroom to Electronic Learning (e-learning). The concept of “Open Educational Resources” rise in 2002, Massive Open Online Course (MOOC) rise rapidly in 2012. Both of two things are major reforms of e-learning. The transform also influence the academia of Taiwan. In January 2013, we began to organize “Taiwan MOOC Project”, hoping to enhance the culture of independent learning. The learning effectiveness of E-learning depends on learners’ motivatio

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Santos, Tiago. "Metaversia: a mooc model for higher education." Master's thesis, 2012. http://hdl.handle.net/10071/5994.

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Globalization and economic interdependency of a post-modern society point toward an internationalization mission for the university. However, on a global scale, social, economic, and cultural circumstances have significant effects upon an individual’s ability to show the merit required in higher education. The growing open access movement reveals the early emergence of a meta-university that bring cost-efficiencies to institutions through the shared development of educational materials, which is particularly important to the developing world. But despite the huge success in the disseminat

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HSIN-CHUNG, TSOU, and 鄒信忠. "A Research on the Learning Behavior of Massive Open Online Courses (MOOCs) - "Reducing Natural Disasters" course as an example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/d7nek8.

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碩士<br>國立高雄應用科技大學<br>土木工程與防災科技研究所<br>103<br>" MOOCs " system is derived from the recent rise of large-scale foreign university online Open Course Ware (Massive Open Online Courses, MOOCs). The fixed teaching schedule are turned into the students self-paced learning. Passive lectures are turned into inquiry-based learning. Traditional examination system are converted into student self-assessment. This research investigates the Kaohsiung University of Applied Sciences MOOCs - "Reducing Natural Disasters", and analyzes the relation of student course selection and learning self-control. Research me

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Gonçalves, Vivaldo Cordeiro. "Massive Open Online Course (MOOC) como recurso de formação em Bibliotecas Universitárias: um estudo de caso no Politécnico de Leiria." Master's thesis, 2019. http://hdl.handle.net/1822/63676.

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Dissertação de mestrado em Ciências da Educação (área de especialização em Tecnologia Educativa)<br>A presente dissertação apresenta um estudo de caso relacionado à produção e uso de Massive Open Online Courses (MOOC) pela Biblioteca do Politécnico de Leiria em Portugal. Apresenta-se inicialmente uma investigação sobre temas adjacentes, como a Educação a Distância (EAD) no Brasil e em Portugal, conceito e principais características da EAD, seus desafios, cenário atual e perspectivas futuras. Também são abordados temas como a aprendizagem autônoma e o movimento dos MOOC ,bem como aplicaçõe

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DO, THI KIM ANH, and 杜氏金英. "Discussion of The Design of Massive Open Online Courses Model: A Case Study of \"Attack! Big Data Analysis Practice\" Course." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5k9z8z.

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碩士<br>國立臺北科技大學<br>資訊與財金管理系<br>106<br>A major purpose of this study is to discuss the design of massive open online courses. Currently, with the rapid development of digital technology, massive open online courses have become a revolution in education. Massive open online courses called MOOCs which uses the internet to conduct the study. It helps leaners can do distance learning. It has become a popular method of learning in recent years. This study used the "Attack! Big data analysis practice" course in the EWANT platform as a case study to conduct data analysis. The object of this study are l

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Agonács, Nikoletta. "Heutagogical characteristics and applied strategies for Italian language acquisition of learners in Language Massive Open Online Courses." Doctoral thesis, 2019. http://hdl.handle.net/10451/45617.

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Massive Open Online Courses (MOOCs) have become a widespread form of online education: more and more institutions and hundreds of thousands of learners have been signing up for the most well-known platforms such as Coursera, edX, FutureLearn, Udemy, etc. Since their very first appearance at the beginning of the 21st century, MOOCs have caught educational (and not only) researchers’ attention and the most debated topics around MOOCs have been (instructional) design, context and impact, instructor-tutor, and the learner population. In the last few years, studies about learner populations have st

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Costa, Maria Manuela Simões Aparício da. "E-learning systems sucess: a theorical model." Doctoral thesis, 2017. http://hdl.handle.net/10362/21392.

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A thesis submitted in partial fulfillment of the requirements for the degree of Doctor in Information Management, specialization in Information and Decision Systems<br>E-learning systems are emerging in many settings of our society. These systems are enablers in the learning process, strengthening their importance as part of the educational strategy in universities and organizations, due to the recent increase of e-learning systems usage in different scenarios, the way people learn and access knowledge leads to a paradigm shift. Through massive online open courses (MOOCs) individuals are

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Costa, Carolina Simões da. "Teaching/learning in a new technological context: a study in higher education." Doctoral thesis, 2018. http://hdl.handle.net/10773/28373.

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Today’s students of higher education are considered digital natives. They have a wide array of technologies at their disposal that are used in their day-to-day lives in very different contexts; including recreation, work and academic. This scenario promotes a change of culture by the main actors associated with the Teaching/Learning process. This prompted the development of the present thesis which aims to evaluate the degree of use and acceptance of technologies supporting the Teaching/Learning process in Higher Education Institutions (HEI). The methodology used when conducting this study wa

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