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Journal articles on the topic 'Massive Open Online Courses (MOOC)'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Galizina, Elena Grigorievna, Anna Borisovna Feoktistova, Sergey Anatolyevich Makushkin, Irina Eduardovna Korotaeva, Elena Yurievna Kartseva, and Natalia Udaltsova. "Customer-Oriented Aggregators of Massive Open Online Courses: Opportunities and Prospects." Webology 18, SI05 (2021): 420–35. http://dx.doi.org/10.14704/web/v18si05/web18238.

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In recent years, the number of online courses known as massive open online courses (MOOC) has increased significantly. Such courses are available on online providers’ sites, such as edX and Coursera. As a result, there is a notable reduction of clarity in terms of various course offerings, and this causes a need to change the MOOC description schemes to help inform potential applicants. The article is aimed at identifying the capabilities of customer-oriented MOOC aggregators and the prospects for their further improvement. The article presents approaches to the concept of customer focus, base

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Hasan, Md Masudul, and Tan Bee Hoon. "Undergraduates’ Novel Experiences with Massive Open Online Courses." East West Journal of Humanities 5 (February 20, 2015): 39–49. http://dx.doi.org/10.70527/ewjh.v5i.33.

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Massive open online courses (MOOCs) have revolutionized e-learning contexts through improvising new technology on its pedagogical features. Recently, much debate has been directed to the application of MOOCs in relation to higher education. However, research regarding students’ experiences of MOOCs is scant. Therefore, the present study aims to fill in the gap by examining undergraduates experiences with MOOCs. Data were collected from 29 undergraduates attending various degree programs at a public university in Malaysia. Undergraduates’ logbook notes were used for collecting data for this stu

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Mrázek, Michal. "Massive open online courses "MOOC" - how searching courses." e-Pedagogium 19, no. 1 (2019): 65–72. http://dx.doi.org/10.5507/epd.2019.007.

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Milligan, Colin, Allison Littlejohn, and Obiageli Ukadike. "Professional Learning through Massive Open Online Courses." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 368–71. http://dx.doi.org/10.54337/nlc.v9.9014.

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This study explores the role of Massive Open Online Courses (MOOCs) in supporting and enabling professional learning, or learning for work. The research examines how professionals self-regulate their learning in MOOCs. The study is informed by contemporary theories of professional learning, that argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning gener

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Dumbraveanu, Roza. "Cursuri Masive Online Deschise în dezvoltarea profesională a cadrelor didactice." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 44, no. 1 (2020): 4–11. http://dx.doi.org/10.46727/jshs.2020.v44.i1.p4-11.

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Massive Open Online Courses (MOOC) represent one of the opportunities for the professional development of the teachers. The concept of MOOCs is new for teachers, the level of awareness on availability and usage of MOOCs is quite low among them. The paper investigates the challenges related with delivering MOOCs for the professional teacher development.

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Aziz, Anealka. "Evaluating the Design Standard of UiTM Massive Open Online Courses." International Journal of Education and Literacy Studies 6, no. 4 (2018): 138. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.138.

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Massive Open Online Course (MOOC) was one of the initiatives of the Malaysia Ministry of Education to ensure the standard of our national education system was at par with the global education trends. This initiative was documented in Malaysian Education Blueprint 2015 -2025 (Higher Education, Shift No.9: Globalised Online Learning). Universiti Teknologi MARA (UiTM) was among the public universities in Malaysia that were seriously involved in MOOC development. Starting with one MOOC in 2014, four MOOCs in 2015, 16 MOOCs in 2016, UiTM embarked into developing 450 new MOOCs in 2017. To ensure UiT

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Liyanagunawardena, Tharindu R., Karsten O. Lundqvist, and Shirley A. Williams. "Massive Open Online Courses and Economic Sustainability." European Journal of Open, Distance and E-Learning 18, no. 2 (2015): 95–111. http://dx.doi.org/10.1515/eurodl-2015-0015.

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Abstract Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation support costs while a course is running and re-running. At present, charging a fee for certifi

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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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Chabriere, Eric, and Philippe Parola. "Malaria: Massive open online courses MOOC." Travel Medicine and Infectious Disease 14, no. 6 (2016): 636. http://dx.doi.org/10.1016/j.tmaid.2016.10.012.

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Kambli, Mansi, and Anna Hima Thomas. "Awareness and Attitude Towards Massive Open Online Courses (MOOC) Among Under Graduate Students." International Journal of Research and Review 9, no. 11 (2022): 312–18. http://dx.doi.org/10.52403/ijrr.20221142.

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A quantitative research approach with descriptive research design was used for this study. MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education. The possibility for MOOCs to deliver high-quality and contextualized learning content in the most under-served regions of the world is only recently being explored. Objectives: To assess the awareness and attitude towards massive open online courses among under graduate nursing students and to associate the awareness and attitude towards massive open online courses among under graduate nursing studen

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Lachaud, Léa, and Charles Tijus. "Massive Online Open Courses: Features for Understanding and Learning." Educational Innovations and Emerging Technologies 2, no. 2 (2022): 1–16. http://dx.doi.org/10.35745/eiet2022v02.02.0001.

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Massive Online Open Courses (MOOCs) are based on digital cognitive technologies that serve the education of the greatest number by promoting understanding and learning. Combined with appropriate functionalities, methods, and procedures, MOOCs may become Smart Things with intelligent devices at the service of learners. This article aims to introduce to the education community a method for defining and evaluating the exemplary nature of MOOCs as Smart Things that have a user-centric design based on utility, acceptability, accessibility, usability, and ergonomic criteria. The procedure implemente

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Ryzhenkov, Anton Vladimirovich, Vladimir Anatolevich Dashkovskii, and Mikhail Anatolevich Vinnik. "Massive open online courses and russian education system." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2016): 75–87. http://dx.doi.org/10.51314/2073-2635-2016-1-75-87.

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The analysis platforms massive public online courses (MOOC), identified the advantages and disadvantages MOOC. We propose a way of further development and improvement of MOOC. The role of educational and scientific films in MOOC. A model scheme of the system on-line education with the use of mass open online courses, the implementation of which it is possible to eliminate the inherent disadvantages of massive online courses: a low level of socialization and personal contact students and faculty, low student motivation and excessive fragmentation, fragmented, unsystematic nature of learning wit

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Suresh, K., and P. Srinivasan. "Massive Open Online Courses – Anyone Can Access Anywhere at Anytime." Shanlax International Journal of Education 8, no. 3 (2020): 96–101. http://dx.doi.org/10.34293/education.v8i3.2458.

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Information Communication Technology influences all dimensions of education. Especially in distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The MOOCs are categorized cMOOCs, xMOO

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Najafi, Hedieh, Carol Rolheiser, Stian Håklev, and Laurie Harrison. "Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines." Teaching & Learning Inquiry 5, no. 2 (2017): 47. http://dx.doi.org/10.20343/teachlearninqu.5.2.5.

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Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics andexpectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or “soft” MOOCs, while another three represented sciences, or “hard” MOOCS. We utilized a multicase study design for und

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Rathee, Neeru, and Jai Devi. "Insights from a New Angle on Massive Open Online Courses." Innovation The Research Concept 9, no. 1 (2024): E73—E89. https://doi.org/10.5281/zenodo.10820806.

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This paper has been published in Peer-reviewed International Journal "Innovation The Research Concept"                  URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=8587 Publisher : Social Research Foundation, Kanpur (SRF International)                  Abstract : After the pandemic scenario, Massive Open Online Courses (MOOCs) are now common knowledge in the eLearning community. Even while MOOCs are increasingly a necessary tool for

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Blum, Elizabeth R., Terese Stenfors, and Per J. Palmgren. "Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis." Journal of Medical Internet Research 22, no. 7 (2020): e17318. http://dx.doi.org/10.2196/17318.

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Background Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reachin

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Gul, Sumeer, Iram Mahajan, Huma Shafiq, Muzamil Shafi, and Tariq Ahmad Shah. "Massive Open Online Courses : Hype and Hope." DESIDOC Journal of Library & Information Technology 38, no. 1 (2018): 63. http://dx.doi.org/10.14429/djlit.38.1.11141.

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<p>The study identifies various issues and challenges faced by massive open online courses (MOOCs) while offering open online courses to vast number of learners. An exhaustive review of literature was taken up to carry out the study. The article reviewed the, issues and challenges faced by MOOCs. MOOC also provides an opportunity to groom the intellectual capacities of people at mass level. The initiative has removed all the barriers of time and space which is much evident in traditional educational system by offering courses at the doorstep of learners. To make universal education dream

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Roberta Pireddu and Frederik Truyen. "Enhancing Reusability Practices in Massive Online Open Courses." European Conference on e-Learning 23, no. 1 (2024): 307–12. http://dx.doi.org/10.34190/ecel.23.1.3124.

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Over the past decade, the emergence of Massive Online Open Courses (MOOCs) has profoundly transformed the distance learning landscape, capturing the attention of both higher education and professional institutions. This surge of interest has not only spurred the development of innovative teaching and learning methods but has also led to a re-evaluation of content production and reuse strategies. In fact, when producing MOOCs, multiple resources and efforts are dedicated to creating a considerable amount of learning material. This is often housed within the learning environment, which serves as

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Nesterowicz, Krzysztof, Ulkar Bayramova, Seyed-Mohammad Fereshtehnejad, et al. "Gamification Increases Completion Rates in Massive Open Online Courses." International Journal of Information and Communication Technology Education 18, no. 1 (2022): 1–12. http://dx.doi.org/10.4018/ijicte.294447.

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Massive Open Online Courses (MOOCs) aim at unlimited participation and open access via the web. There are concerns about the actual value of such courses. This is predominantly due to higher dropout rates. According to studies, only 7-13% go on to complete these courses. The high dropout rate in MOOCs is a challenge for education providers. This paper aims to explore reasons for high dropout rates within MOOCs and how they can be minimized. With this in mind, two research questions have been set for this study: 1) Why do MOOC participants not complete their courses? 2) How can the course compl

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Pant, Harsh Vardhan, Manoj Chandra Lohani, and Jeetendra Pande. "Decrypting the Learners’ Retention Factors in Massive Open Online Courses." Journal of Learning for Development 9, no. 1 (2022): 37–54. http://dx.doi.org/10.56059/jl4d.v9i1.570.

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Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factor

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Kosova, Ye A. "Analysis of massive open online courses on web accessibility." Informatics and education, no. 1 (March 21, 2021): 38–46. http://dx.doi.org/10.32517/0234-0453-2021-36-1-38-46.

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The article discusses the results of the analysis of massive open online courses (MOOCs) on web accessibility and web accessibility in e-learning. Using the search by keywords in four MOOC aggregators and total browsing of the four Russian-language online education platforms, 38 free and 28 paid courses on the research topic were allocated. The only one course in Russian — “Web accessibility in e-learning” (Stepik platform) was detected. The following positions presented on MOOCs’ promo pages were analyzed: platform, author, target audience, duration of training, access (open / closed), cost,

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Chakurkar, Priti, Varsha Naik, Mangesh Bedekar, and Sneh Thorat. "Massive Open Online Courses (MOOCs): A Perspective from the Engineering Education." Journal of Engineering Education Transformations 36, S2 (2023): 345–51. http://dx.doi.org/10.16920/jeet/2023/v36is2/23052.

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The COVID Pandemic was a big hit not only for the education sector but also finance sector, industrial sector etc. Due to this adverse situation the physical classes were abruptly stopped and there was a chaos. During this arduous situation universities switched to E-learning. Students started taking MOOC courses. Massive Open Online Courses (MOOC) are online courses offered by diverse educators with the goal of enabling everyone to access content at reasonable prices from any location. This paper presents how Universities can influence students to enroll in courses. For this study purpose stu

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Montes, Rosana, Miguel Gea, Roberto Bergaz, and Belén Rojas. "Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses." Information Resources Management Journal 27, no. 2 (2014): 27–46. http://dx.doi.org/10.4018/irmj.2014040103.

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The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world'

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Escudero Nahón, Alexandro, and Alicia Angélica Núñez Urbina. "Fundamentos teóricos para la transformación de los “Massive Open Online Courses” hacia “Customizable Open Online Courses”." EDMETIC 8, no. 2 (2019): 129–49. http://dx.doi.org/10.21071/edmetic.v8i2.10988.

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El carácter “masivo” de los cursos en línea masivos y abiertos (MOOC, por sus siglas en inglés) hace referencia a su disponibilidad en línea y su acceso “abierto”, y no a las características de sus usuarios. En la educación superior, la producción de MOOC siempre parte de una necesidad educativa específica, pero al mismo tiempo se intenta beneficiar a la mayor cantidad de usuarios. Esta contradicción se hace evidente en las nuevas taxonomías de MOOC que demuestran una creciente diversificación y la necesidad de abandonar el término “masivo”, para asumir que el éxito reside en considerar que lo

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Hajeer, Ahmad. "Rhetorical Move Structure of Massive Open Online Courses' Descriptions." English for Specific Purposes World 22, no. 61 (2020): 1–27. https://doi.org/10.5281/zenodo.6400844.

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Massive Open Online Courses constitute an integral part of online education. Despite the frequency and significance of MOOC descriptions, little research has been done regarding their functional features, and hardly any guidance has been given in teacher training programs about how to write them. Therefore, this study explores the genre of MOOC descriptions by investigating its rhetorical move structure and its possible communicative purposes using Bhatia’s (1993) rhetorical move structure analysis of sales promotion letters as a starting point. Based on the analysis of a corpus of 15 MO

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Suyetno, Agus. "Pengembangan Massive Open Online Courses (MOOCs) pada Materi Pengelasan." Jurnal Teknik Mesin dan Pembelajaran 2, no. 2 (2020): 141. http://dx.doi.org/10.17977/um054v2i2p141-152.

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Perkembangan dunia pendidikan saat ini tidak lepas dari perkembangan ilmu pengetahuan dan teknologi. Dunia pendidikan dituntut agar selalu bergerak seiring perkembangan teknologi global. Moodle merupakan salah satu jenis LMS (Learning Management System) yang memungkinkan komunikasi dua arah antara pendidik dan peserta didik. Matakuliah yang akan diimplementasikan dalam pengembangan inovasi sistem pembelajaran adalah matakuliah Pengelasan. Model yang digunakan dalam pengembangan MOOC pada matakuliah Pengelasan adalah model ADDIE. Tahapan dalam pengembangan model ADDIE yaitu (1) Analisis, (2) De

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Hajeer, Ahmad. "Understanding Massive Open Online Courses (MOOCs): Students, Tutors, and Providers." NyelvVilág 25 (June 5, 2022): 29–36. https://doi.org/10.5281/zenodo.11217877.

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In the digital era, the Internet has become a chief source of knowledge and a tool for learning(Porter, 2014; Hajeer, 2020). Computers (Beatty, 2010), mobile devices (Zhang, 2012) and theirvarious programs, platforms, and applications can offer an entrance into the boundless world ofinformation, giving access to knowledge which has offered access to learning for people aroundthe world (Weis, Benmayor, O’Leary, & Eynon, 2002). A recent development in thisdemocratization of learning has been the emergence of MOOCs. MOOCs are considered as atool to facilitate access to higher education

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Ahmad, Erny Arniza. "Content presentation techniques for learning experience enhancement in Massive Open Online Course (MOOC)." International Journal of e-Learning and Higher Education 14, no. 1 (2021): 19–32. http://dx.doi.org/10.24191/ijelhe.v14n1.1412.

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MOOCs (Massive Open Online Courses) are a new and innovative technique of disseminating knowledge to millions of people all over the world. Despite being a fantastic learning tool with a global reach, MOOCs have their own set of restrictions, resulting in an extraordinarily low course completion rate. Personalization and engagement are lacking in traditional material presentation strategies. Hence, MOOCs must adopt advanced learning approaches in order to create a more engaging experience for the learners. This study introduces Augmented MOOC (A-MOOC), an enriched learning MOOC environment. A-

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Lineweaver, Charles H. "Making a Massive Open Online Course (MOOC) about Astrobiology: Why? For Whom? How?" EPJ Web of Conferences 200 (2019): 01019. http://dx.doi.org/10.1051/epjconf/201920001019.

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Massive Open Online Courses (MOOCs) are becoming the textbooks of the 21st century. I describe what a MOOC is, and try to answer the questions: Why make a MOOC? Who are MOOCs for? and How to make a MOOC? Anxiety about MOOCs replacing teachers is largely misplaced. I describe my on-going experience of putting together an astrobiology MOOC for the Australian National University.

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Boudria, Asma, Yacine Lafifi, and Yamina Bordjiba. "Collaborative Calibrated Peer Assessment in Massive Open Online Courses." International Journal of Distance Education Technologies 16, no. 1 (2018): 76–102. http://dx.doi.org/10.4018/ijdet.2018010105.

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The free nature and open access courses in the Massive Open Online Courses (MOOC) allow the facilities of disseminating information for a large number of participants. However, the “massive” propriety can generate many pedagogical problems, such as the assessment of learners, which is considered as the major difficulty facing in the MOOC. In fact, the immense number of learners who exceeded in some MOOC the hundreds of thousands make the instructors' evaluation of students' production quite impossible. In this work, the authors present a new approach for assessing the learners' production in M

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Sharova, Tetiana, Oksana Filatova, Lidiia Kavun, Alina Zemlianska, and Viktoriia Donii. "The Quantitative Analysis of Massive Open Online Courses (MOOC) for Learning English." International Journal of Information and Education Technology 13, no. 9 (2023): 1399–407. http://dx.doi.org/10.18178/ijiet.2023.13.9.1943.

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English is an international language for intercultural communication on the Internet, in the field of business and trade. MOOC are an effective means of the formation of English language skills in the conditions of distance learning and blended learning. The purpose of THE research is a quantitative analysis of the online courses for learning English, which are presented on the international (Udemy, Alison, FutureLearn, edX) and Ukrainian (Prometheus and EdEra) online platforms. During the research, we used quantitative research methods, which involved direct observation of the number of onlin

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Nujid, Masyitah Md, and Duratul Ain Tholibon. "A review of engagement strategies for massive open online courses." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 2825–34. https://doi.org/10.11591/ijere.v13i5.29158.

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The United Nations adopted the sustainable development goal of “quality education” as one of its objectives. In emergency teaching and learning amid the outbreak in 2019, the emphasis has been placed on providing a versatile and easily accessible lifelong learning experience to ensure high-quality education. One type of online e-learning course is the massive open online course (MOOC). It provides a free course that may be taken whenever and anywhere. However, difficulties have come up regarding student performance, course completion, and dropping out as a result of quality assuran

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Assami, Sara, Najima Daoudi, and Rachida Ajhoun. "A Semantic Recommendation System for Learning Personalization in Massive Open Online Courses." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 8, no. 1 (2020): 71. http://dx.doi.org/10.3991/ijes.v8i1.14229.

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<p class="0abstract">For an innovation producing education, MOOC (Massive Open Online Course) platforms offer a plethora of learning resources and pedagogical activities to support the university’s 4.0 new era and the lifelong learning movement. Nevertheless, the rapid advances in learning technologies imply the need for personalized guidance for learners and adapted learning materials. In this paper we seek to enhance the MOOC learner experience by providing a semantic recommender system for the diversity and abundance of MOOCs available for learners. Firstly, the paper analyses the sta

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MACUGAY, PHILIP JOEL, Aahron Dinauanao, Richy Lloyd Tan, and Iana Christine Macugay. "Awareness and Utilization of Massive Open Online Courses (MOOCs) of College Students and Teachers in Selected Philippine Higher Education Institutions." British Journal of Teacher Education and Pedagogy 4, no. 1 (2025): 27–39. https://doi.org/10.32996/bjtep.2025.4.1.3.

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Massive Open Online Course (MOOC) are open online courses aimed at massive groups of learners that anyone anywhere can access as long as they have the internet. This study aimed to determine the awareness and utilization of MOOCs by faculty and students of selected higher education institutions (HEIs) in the Philippines. Descriptive correlational analysis was used to determine the awareness and utilization of MOOC among the selected HEI faculty and students. Moderate awareness and usage of MOOCs by teachers and students. It found that teachers’ years of teaching were significantly correlated w

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Do, Chuong B., Zhenghao Chen, Relly Brandman, and Daphne Koller. "Self-Driven Mastery in Massive Open Online Courses." MOOCs FORUM 1, P (2013): 14–16. http://dx.doi.org/10.1089/mooc.2013.0003.

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Adams, Catherine, Yin Yin, Luis Francisco Vargas Madriz, and C. Scott Mullen. "Snapshots from the Lived World of Massive Open Online Courses (MOOCs)." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 339–42. http://dx.doi.org/10.54337/nlc.v9.9006.

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This paper reports on preliminary findings of a phenomenological study examining students’ everyday experiences of learning in a Massive Open Online Course (MOOC). The current discourse surrounding MOOCs is powerful, with promises of an epochal shift in post-secondary education, unprecedented openness, democratic pedagogies, less hierarchical knowledge creation, and unimagined scalability: all of which require critical examination. But with a brief five-year history, research has yet to confirm or refute these bold claims rationalizing the popularity and efficacy of these big virtual learning

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Bokova, Tatiana Nikolaevna, and Olga Aleksandrovna Kabanova. "The Implementation of Massive Open Online courses into Educational Processes at Russian Universities." European Journal of Social & Behavioural Sciences 30, no. 2 (2021): 3329–41. http://dx.doi.org/10.15405/ejsbs.291.

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Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementat

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Alturkistani, Abrar, Ching Lam, Kimberley Foley, et al. "Massive Open Online Course Evaluation Methods: Systematic Review." Journal of Medical Internet Research 22, no. 4 (2020): e13851. http://dx.doi.org/10.2196/13851.

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Background Massive open online courses (MOOCs) have the potential to make a broader educational impact because many learners undertake these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses. Objective The aim of this review was to identify current MOOC evaluation methods to inform future study designs. Methods We systematically searched the following databases for studies published from January 2008 to October 2018: (1) Scopus, (2) Education Resources Information Center, (3) IEEE (Institute of Electrical and Electronic Enginee

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Sherimon, Vinu, Leena Francis, Sherimon P.C., Disha Devassy, and Walid Aboraya. "EXPLORING THE IMPACT OF LEARNERS’ DEMOGRAPHIC CHARACTERISTICS ON COURSE COMPLETION AND DROPOUT IN MASSIVE OPEN ONLINE COURSES." International Journal of Research -GRANTHAALAYAH 10, no. 1 (2022): 149–60. http://dx.doi.org/10.29121/granthaalayah.v10.i1.2022.4469.

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MOOCs (Massive Open Online Courses) have the potential to change education by offering high-quality online courses in a variety of disciplines. However, just a few studies have investigated the impact of MOOC students' demographics on their completion rates. In this research, we investigate the impact of demographic features of learners in the completion and dropping rate of MOOCs. The data from a survey is used in this study to determine which learner demographic features may have an impact on MOOC completion and dropout. The data was analyzed using Chi-square test.The findings demonstrate th

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Leony, Derick, Pedro Muñoz-Merino, José Ruipérez-Valiente, Abelardo Pardo, and Carlos Delgado-Kloos. "Detection and Evaluation of Emotions in Massive Open Online Courses." JUCS - Journal of Universal Computer Science 21, no. (5) (2015): 638–55. https://doi.org/10.3217/jucs-021-05-0638.

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Massive Open Online Courses (MOOCs) have grown up to the point of becoming a new learning scenario for the support of large amounts of students. Among current research efforts related to MOOCs, some are studying the application of well-known characteristics and technologies. An example of these characteristics is adaptation, in order to personalize the MOOC experience to the learner's skills, objectives and profile. Several educational adaptive systems have emphasized the advantages of including affective information in the learner profile. Our hypothesis, based on theoretical models for the a

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MacKay, Jill Rowan Deans, Jessie Paterson, Victoria Sandilands, Natalie K. Waran, Bryony Lancaster, and Kirsty Hughes. "Lessons Learned from Teaching Multiple Massive Open Online Courses in Veterinary Education." Journal of Perspectives in Applied Academic Practice 6, no. 2 (2018): 22–40. http://dx.doi.org/10.14297/jpaap.v6i2.353.

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Massive Open Online Courses (MOOCs) are a rapidly expanding avenue of diversification for higher education institutes. MOOC development is varied, individual course teams may have near complete creative control over the content, style, format and aims of their course, or be led by MOOC-specific teams within their institution. A single institute therefore may offer a wide variety of courses from short introductory level discussions to learning outcomes pitched at the postgraduate level. In this study, we examined the performance of four relatively long-running MOOCs offered by Royal (Dick) Scho

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Ganbat, Danaa, and Uranchimeg Tudevdagva. "An Overview of Massive Open Online Courses with Topics of Robotics." Embedded Selforganising Systems 5, no. 2 (2019): 3–8. http://dx.doi.org/10.14464/ess52416.

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This article reports short overview of massive open online courses for “robotic” topic. Extensive use of mobile devices opens up various opportunities for educational institutions to transfer contents to learners. Modern learners prefer to manage their learning by personal way. Many online courses are confirming this fact. Nowadays we can find unlimited number of contents on the internet. Almost all universities offer own online courses with various topics. In the last decade massive open online course (MOOC) became one of the opportunities to keep educated. The robotics is main focus of

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Ortego, Rosario, and Juan Antonio Gil Pascual. "Conceptual Evaluation of Massive Open Online Courses through Pathfinder Associative Networks." JUCS - Journal of Universal Computer Science 21, no. (12) (2015): 1577–93. https://doi.org/10.3217/jucs-021-12-1577.

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In this research, a new methodology for the conceptual evaluation of students of a Massive Open Online Course (MOOC) is addressed. The electronic circuits MOOC course "Bases de Circuitos y Electrónica Práctica" (Fundamentals of Circuits and Practical Electronics) was used as a model. The conceptual evaluation of the course was measured by the semantic proximity between ten relevant concepts of the course. This semantic structure involves conversion and reduction processes through Pathfinder associative networks and the minimum spanning tree. The gain between the start and the end of the course

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Imlawi, Jehad M. "Social Presence Antecedents and Consequences in Massive Open Online Courses." International Business Research 11, no. 4 (2018): 32. http://dx.doi.org/10.5539/ibr.v11n4p32.

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A massive open online course (MOOC) is an emerging online courses platform that solicited a massive participation, because it is accessible through the Internet. Students, who seek open courses in MOOCs, are influenced by the degree of social presence they perceive when interacting in such online learning communities. The online community design artifacts, that promote social presence in MOOCs websites, are critical to foster online students’ behavior.This study aimed to investigate a thorough list of online community design artifacts that could influence social presence perception in MOOCs we

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Rokhim, Ahmad Abdur, and Evi Fatimatur Rusydiyah. "PEMANFAATAN MASSIVE OPEN ONLINE COURSES DALAM PEMBELAJARAN AL QUR’AN DI ERA DIGITAL." EDURELIGIA: Jurnal Pendidikan Agama Islam 5, no. 2 (2021): 83–96. http://dx.doi.org/10.33650/edureligia.v5i2.2518.

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This article aims to discuss the use of Massive Open Online Course (MOOC) media in learning the Qur'an in the digital era. The research method used in this study is a descriptive qualitative approach. In the current era, technological developments have brought the world of education to think about issuing learning innovations that are ready to meet the demands of the times. This includes online-based open courses or commonly referred to as Massive Open Online Courses (MOOC). The success of several MOOC platforms in providing various courses, such as English, Mathematics, Management, Physics, G

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Berezytskyi, Mykola M., and Vasyl P. Oleksyuk. "MASSIVE OPEN ONLINE COURSES AS A STAGE IN THE DEVELOPMENT OF E-LEARNING." Information Technologies and Learning Tools 56, no. 6 (2016): 51. http://dx.doi.org/10.33407/itlt.v56i6.1479.

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The paper aims to trace back the history of e-Learning which encompasses the advent of m-Learning, the emergence of Smart University, massive open online courses (MOOCs) and cloud technologies. Special attention is given to the study of MOOCs phenomena. The article highlights characteristic features of two main types of MOOC: cMOOC and xMOOC in particular. The comparison of the MOOCs and traditional learning limitations and shortcomings, the statistic data regarding the MOOC platforms and students’ enrolment, the analysis of differences between traditional distance courses and MOOCs, the main

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Adetayo, Adebowale. "Learning Cataloguing and Classification: Is It on Popular Massive Open Online Courses (MOOC) Platforms?" International Journal of Librarianship 8, no. 3 (2023): 103–10. http://dx.doi.org/10.23974/ijol.2023.vol8.3.286.

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The paper explores if cataloguing and classification (CAT/CLASS) can be learnt on popular MOOC platforms and what can be done if nonexistent. Different MOOC platforms were explored with a concentration on EdX and Coursera. Literature on MOOCs was examined, and findings were reported. It was observed that some library science courses are available on MOOC platforms. However, no CAT/CLASS courses are available on EdX or Coursera. The majority of their library science courses did not cover the technical service aspects of librarianship. As a result, recommendations were made on how library stakeh

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Md Nujid, Masyitah Binti, and Duratul Ain Tholibon. "A review of engagement strategies for massive open online courses." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 2825. http://dx.doi.org/10.11591/ijere.v13i5.29158.

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<span>The United Nations adopted the sustainable development goal of “quality education” as one of its objectives. In emergency teaching and learning amid the outbreak in 2019, the emphasis has been placed on providing a versatile and easily accessible lifelong learning experience to ensure high-quality education. One type of online e-learning course is the massive open online course (MOOC). It provides a free course that may be taken whenever and anywhere. However, difficulties have come up regarding student performance, course completion, and dropping out as a result of quality assuran

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Chanaa, Abdessamad, and Nour-eddine El Faddouli. "Sentiment Analysis on Massive Open Online Courses (MOOCs)." International Journal of Information and Communication Technology Education 18, no. 1 (2022): 1–22. http://dx.doi.org/10.4018/ijicte.310004.

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Massive open online courses (MOOCs) have evolved rapidly in recent years due to their open and massive nature. However, MOOCs suffer from a high dropout rate, since learners struggle to stay cognitively and emotionally engaged. Learner feedback is an excellent way to understand learner behaviour and model early decision making. In the presented study, the authors aim to explore learner sentiment expressed in their comments using machine learning and multi-factor analysis methods. They address several research questions on sentiment analysis on educational data. A total of 3311 messages, posted

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Semenova, Tatiana, and Ksenia Vilkova. "MOOCs Integration into Campus-Based Curricula: The Case for Russia." EDEN Conference Proceedings, no. 1 (June 16, 2019): 382–87. http://dx.doi.org/10.38069/edenconf-2019-ac-0042.

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Massive open online course (MOOC) is a relatively new format of online learning; despite this, it is actively integrated into the educational process of universities. Using data from publications, regulatory documents of universities, official websites of educational institutions, as well as data from expert interviews, this paper summarizes the experience of Russian universities on MOOC integration into campus-based curricula. The main models of MOOC integration into the educational process were highlighted: (a) embedding the MOOC into the blended learning format, (b) replacing part of the of

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