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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, based on which the definition of a customer-oriented aggregator is formulated. The article analyses course descriptions used by MOOC providers and aggregators for their potential students. Based on this analysis, the authors develop a set of categories describing MOOC, used for the creation of a new MOOC description according to the customer-oriented criteria. The authors conclude that the optimal descriptive MOOC scheme on the MOOC aggregator should satisfy both the academic environment and the customer-oriented criteria that correspond to students’ interests when choosing a MOOC.
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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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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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R. Drake, John, Margaret T. O'Hara, and Elaine Seeman. "Five Principles for MOOC Design: With a Case Study." Journal of Information Technology Education: Innovations in Practice 14 (2015): 125–43. http://dx.doi.org/10.28945/2250.
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New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.
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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 UiTM MOOC had achieved the required standard and quality of Malaysian MOOC, an internal guideline for UiTM MOOC Development (i-Learn Centre, 2016) was constructed. The construction of the guideline was based on the standard provided by the Guidelines of Development and Delivery of Malaysian MOOC (KPT, 2017). Some additional elements required by the administrator of UiTM MOOC were also added. The study was interested to determine whether the MOOCs developed by UiTM lecturers complied with the standard of UiTM MOOC and ultimately the Malaysian MOOC. It was also interested to determine the readiness of UiTM MOOC for credit transfer. To do that, a UiTM MOOC Evaluation Checklist was introduced. The checklist consisted of 45 questions which were constructed based on the guideline on UiTM MOOC Development (i-Learn Centre, 2016) and the Guidelines for Credit Transfer for MOOC (MQA, 2016). The study evaluated two active UiTM MOOCs in terms of adherence to the standard of UiTM MOOC. The findings of the study highlighted areas to be improved and provided suggestions to increase readiness for MOOC credit transfer.
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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 certification seems to be a popular business model adopted by leading platform providers. In this position paper, the authors explore possible business models for courses, along with their advantages and disadvantages, by conducting a literature study and applying personal insights gained from attending various MOOC discussion fora. Some business models discussed here are: the Freemium model, sponsorships, initiatives and grants, donations, merchandise, the sale of supplementary material, selective advertising, data-sharing, follow-on events, and revenue from referrals. This paper looks at the sustainability of MOOCS as opposed to the sustainability of MOOC platforms, while observing the tight link between them.
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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 implemented in the following three-phase study is a Human Centered Design based co-construction of an exemplary MOOC for user-learners and designers. In the first phase, a brainstorming study is carried out to define the exemplary MOOC as a Smart Thing by collecting and establishing indicators according to their contribution to the exemplary MOOC. In the second phase, the construction of evaluation tools is studied to assess the exemplary nature of the MOOC by testing 29 indicators and their weights. The third phase is for a focus group study about the evaluation of the learnability of MOOCs produced by learners and designers’ cooperation. The results of the study lead to a series of recommendations aimed at promoting the design of exemplary MOOCs.
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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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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 within one specialty. The role of educational trajectories in the construction of distance education programs and MOOC in particular. The methods of construction of educational trajectories based on individual characteristics and wishes of the student have been proposed. Attention is given to promising areas: mind-fitness and gamefication. Formulate rules for building online educational systems with MOOC. The basic rules for writing an instructional video and the system as a response to the authors of the course, and for students to be able to improve the video course have been formulated.
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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 and interface reliability, computing tools, information systems, costs, course duration, variety of learning activities and pedagogical components, evaluation types, social interaction, and the degree of instructors' participation. This has helped us to finally choose the platform on which our Adaptive Connectivist MOOC (ACM) approach can be applied.
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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, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district,e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Indian distance education and providing open education to massive through MOOCs. This paper portrayed on Massive Open Online Course (MOOC), its different types of MOOCs, platforms for MOOCs, MOOCs in India, and its merits.
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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 students with selected demographic variables. Methodology: Non-probability purposive sampling technique was used for sample selection. Data was collected from 89 undergraduate students using structured questionnaire for assessing awareness and likert scale to assess attitude towards MOOC. Data collection was done using Google forms and analysed using descriptive and inferential statistics. Result: Majority (71.9%) were found in the age group of 19-21 years, (77.5%) had never enrolled for any massive open online course before. Mostly (50.56%) had poor awareness regarding massive open online course and (53.9%) had satisfactory attitude towards MOOC. There is no significant association between awareness and attitude of students who have enrolled far MOOC prior. Conclusion: The study reveals that mostly undergraduate students have poor awareness and satisfactory attitude towards MOOC. Keywords: MOOC: massive open online courses, awareness, attitude, undergraduate students.
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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 understanding differences and similarities across MOOCs regarding learning outcomes, assessment methods, interaction design, and curricular content. MOOC instructor interviews, MOOC curricular documents, and discussion forum data comprised the data set. Learning outcomes of the six MOOCs reflected broad cognitive competencies promoted in each MOOC, with the structure of curricular content following disciplinary expectations. The instructors of soft MOOCs adopted a spiral curriculum and created new content in response to learner contributions. Assessment methods in each MOOC aligned well with stated learning outcomes. In soft MOOCs, discussion and exposure to diverse perspectives were promoted while in hard MOOCs there was more emphasis on question and answer. This study shows disciplinary-informed variations in MOOC pedagogy, and highlights instructors’ strategies to foster disciplinary ways of knowing, skills, and practices within the parameters of a generic MOOC platform. Pedagogical approaches such as peer assessment bridged the disciplines. Suggestions for advancing research and practice related to MOOC pedagogy are also included.
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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 los usuarios potenciales experimentan similares situaciones, características y necesidades educativas. Este estudio en proceso presenta resultados preliminares de una Investigación Basada en Diseño para la creación de MOOC “personalizables”. Los resultados sugieren que, considerando la autopercepción y los objetivos del participante, e integrando la taxonomía Socioformativativa, es posible diseñar cursos en línea abiertos y personalizables en torno a cuatro niveles de motivación: Introductorio, Básico, Intermedio y Avanzado. El objetivo final del estudio es desarrollar cursos cuya utilidad pueda medirse partiendo de un diagnóstico educativo del participante y de su avance en el MOOC, sin perder de vista la necesidad educativa específica.
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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 reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods To explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.
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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 factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
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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 students at a University in Pune provided the data in the form of Feedback and Suggestions. Students can enroll in a Course for one of two reasons: to learn new things and develop their abilities, or to gain University Credits. The results showed that many students were completing MOOC courses for credit than for personal growth, a strong correlation between enrolling in a MOOC course for university credit and successful completion is observed. A strong need for University teachers to offer their expertise on these platforms to ensure global knowledge sharing was also observed. Keywords— MOOC; Self Learning; MOOC Platforms; Performance.
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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 come true, there is a need to look at apprehensions which researchers have identified in the existing online learning environment. </p>
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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, student’s achievement document (certificate / badge / other); training mode (independently / with instructor / other); prerequisites (starting skills). An average MOOC “portrait” in the field of web accessibility has been formed: target audience — web developers/web designers (45 % of MOOCs) or developers/teachers of online courses (24 %); prerequisites — not required (76 %); achievement document — certificate for an additional fee (55 %); platform — Coursera (26 %), Canvas (24 %) and EdX (21 %). The content of the nine MOOCs available for study was analyzed in detail. It was shown, that the content of MOOCs on the web accessibility in e-learning can vary and have different depth depending on the target audience of students, but it must include: concepts of web accessibility and universal design in learning and related WCAG guidelines; web content accessibility assessment methods; methods for developing accessible online materials.
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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's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.
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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 completion rate be increased? Implementation of the strategies investigated in this paper can increase completion rates in MOOCs. In conclusion, after analyzing the collected data, the final results have shown that gamification increased the completion rate of MOOCs.
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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-MOOC explores Active Learning, Augmented Reality, and Gamification techiques, and show how these strategies can be combined with MOOC content in both online and offline modes. It demonstrates the favourable influence of creating interactive and more engaging content in the current learning setting to increase learners’ motivation to complete a MOOC.
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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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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) Desain/perencanaan, (3) Pengembangan, (4) Implementasi eksekusi, dan (5) Evaluasi/umpan balik. Model pengembangan ADDIE disusun secara terprogram dengan urutan-urutan kegiatan yang sistematis dalam upaya pemecahan masalah belajar yang berkaitan dengan media pembelajaran yang sesuai dengan kebutuhan dan karakteristik peserta didik. MOOC Pengelasan merupakan pengembangan dari Moodle yang disediakan oleh hosting UM, sehingga MOOC pengelasan diinstall pada domain http://mooc.um.ac.id/. MOOC Pengelasan memuat beberapa fitur dan dapat diakses oleh peserta didik, pendidik dan masyarakat umum. Fitur yang dapat diakses antara lain: (1) Rekaman aktivitas; (2) Daftar kompetensi; (3) Materi terdiri dari berbagai jenis media; (4) Forum diskusi; (5) Evaluasi dan analisis. MOOC Pengelasan yang dikembangkan terbukti dapat menunjang kegiatan praktikum, hal tersebut dapat dilihat dari angket yang disebar kepada mahasiswa. Berdasarkan angket yang disebar didapatkan hasil bahwa MOOC yang dikembangkan memiliki tingkat kelayakan yang tinggi dengan persentase 83,22%. Dengan tingkat kelayakan tersebut, maka MOOC Pengelasan yang dikembangkan dianggap layak untuk digunakan dalam praktikum Pengelasan dan memiliki tingkat kelayakan yang tinggi. Berdasarkan angket yang disebar didapatkan hasil bahwa MOOC yang dikembangkan memiliki kemudahan penggunaan yang tinggi dengan persentase 84,40%. Dengan tingkat kemudahan tersebut, maka MOOC Pengelasan yang dikembangkan dianggap layak untuk digunakan dalam penunjang praktikum dan mudah untuk digunakan. Kata kunci: Moodle, MOOC, Pengelasan, Media Pembelajaran
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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 that four factors, including gender, marital status, age, and educational level, have no impact on degree of MOOC completion. It was also discovered that marital status, age, and educational level, have no effect on MOOC dropout. However, we discovered a statistically significant link between gender and MOOC dropout (χ2 = 6.347, df = 1, p = 0.012). These results can be considered in future instructional initiatives.
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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 state of the art of the semantic recommendation approach in a distance learning context. Then it describes the proposed MOOC recommendation system that uses the ontological representation of the learner model and MOOCs content to make its intelligent suggestions. Finally, we explore the development phases of the semantic MOOC recommendation system to define the implications for the progress of our research.</p>
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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 MOOC. This approach combines the peer assessment with the collaborative learning and the calibrated method. It aims at increasing the degree of trust in peer-assessment. For evaluating the proposed approach, the authors implemented a MOOC dedicated for learning algorithms. In addition, an experiment was conducted during two months for knowing the effects of the proposed approach. The obtained results are presented in this paper. They are judged as very interesting and encouraging.
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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) School of Veterinary Studies at the University of Edinburgh: EdiVet Do You Have What It Takes to Be A Veterinarian; Animal Behaviour and Welfare; Chicken Behaviour and Welfare; and Equine Nutrition. Comparisons were made between the format and style of courses, their learning outcomes, and performance metrics such as completion rate, user satisfaction and benefit to institute. Retention was a challenge for all session-based MOOCs, with Chickens being most successful at retaining 50% of its potential audience until the start of Week 3. The average retention rate across all lectures and sessions was 38.5% (±14.08). All courses showed a notable female learner bias far above the Coursera average of 39% (Range Chickens: 58.1% ±3.1, Equine: 79.3% ¬±1.69). The majority of learners were North American or European (Range, Animals: 64.0±0.6, Equine 84.0%±3.0%). Across all courses, over 25% of learners had already achieved a Master’s degree or higher. A qualitative analysis of 188 learner stories revealed an overwhelmingly positive experience, highlighting the quality of resources, a perceived friendly relationship with the course instructors and referencing perceived barriers to education in face to face models. In conclusion, high quality digital resources embedded in well-designed courses can be a powerful tool to widen access to science education, however the MOOC platform does not necessarily reach a wide global audience, and may still struggle to widen participation in higher education, and alternative platforms are worth considering.
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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 implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.
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T.V., Prabhakar, Balaji Venkatraman, and Revathy K.T. "mooKIT – A MOOC Platform for Developing Countries." 2018 International Conference on Multidisciplinary Research 2018 (December 31, 2018): 324–34. http://dx.doi.org/10.26803/myres.2018.24.
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IIT Kanpur (IITK) and Commonwealth of Learning (COL) have been working on Massive Open Online Courses (MOOCs) since 2012. During this collaboration we developed a MOOC Management system and delivered close to 30 courses to about 200 000 users in over 100 countries. Our understanding of what features a MOOC Management System should have and how to engage the students in a course has also evolved. In this paper we describe our experiences and trace how some of our software features have evolved. One of the core features is the development and integration of an advanced analytics module. We also discuss how to reduce dropouts from an open online course, a common concern for all MOOCs.
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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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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 problems of MOOCs are considered in the paper.
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E. Klobas, Jane. "Measuring the success of scaleable open online courses." Performance Measurement and Metrics 15, no. 3 (2014): 145–62. http://dx.doi.org/10.1108/pmm-10-2014-0036.
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Purpose – The purpose of this paper is to propose measures of online open course success for non-commercial institutional providers of massive open online courses (MOOCs) and other scaleable open online courses (SOOCs). Design/methodology/approach – The measures are derived from the characteristics of open online courses, existing knowledge about open online course providers and users and their motivations, and current practice in MOOC evaluation and data analytics. Findings – Current practices for evaluation of open online courses are dominated by MOOC analytics which provide insights into user demographics and behaviour with some implications for evaluation of reach and course design but leaving many unknowns. Measures for evaluation of success at the institutional level can be derived from institutional goals for open online courses. Success from the point of view of teachers and technical teams involved in design, development and delivery of open online courses can be derived from team members’ expectations, resources and satisfaction as well as measures of cost and effort compared to budget and benchmarks. Users are classified as registrants (information seekers, window shoppers, samplers), downloaders and participants (starters, partial participants and full participants who are further divided into auditing, active and certificate takers); different measures are appropriate for each group. Practical implications – Practitioners and researchers must consider a variety of levels and indicators of success to adequately evaluate open online courses. Tables in the text propose measures, methods, timing and roles. Originality/value – This is the first published paper to take a holistic view of open online course evaluation and propose detailed measures.
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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 offline courses of the academic program with MOOCs, (c) creating an online master’s program with MOOCs.
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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 this issue, therefore we are trying to conduct small study on online educational contents with this topic. We selected five MOOCs in our study. Main criteria of selection were personal experience of author with these MOOCs. An evaluation of MOOCs is not an aim of the article. Through this article we tried to make visible opportunities to get education on robotics free by online with your personal learning management time.
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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 websites. The list included categories related to the MOOCs instructor, students, and the MOOCs website. The study also investigates the impact of social presence on students’ behavior; satisfaction, enjoyment, and their attitude toward the website.To validate the research model, an online survey was utilized. Results indicated that the model explained a great share of the variance for the social presence.
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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, Graphic Design and so on is read as an opportunity also to develop online and open learning of the Qur'an. The use of MOOC media will be able to accommodate a large number of participants from various regions. This opportunity was then responded by several educational institutions to provide an online and open Qur'an learning platform, such as the Intensive Tahfidz, Griya Al Qur'an, Baitul Qur'an Daarul Qur'an, Tahsin Online Academy, and Qur'an Edu Center.
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Yassine AFA, Amal BATTOU, and Omar BAZ. "Learning Through Massive Open Online Courses Platforms Based on Fuzzy Analytic Hierarchy Process." International Journal of Smart Education and Urban Society 10, no. 3 (2019): 1–12. http://dx.doi.org/10.4018/ijseus.2019070101.
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The Massive Open Online Course (MOOC) concept has apprehended the interest of most of the actors in higher education. MOOC platforms are considered a crucial source of information for both learners and professors by offering hundreds of courses around the world. However, this technology has faced many challenges, particularly their low completion rates. The present article proposes the architecture of a framework using a Fuzzy Analytic Hierarchy Process algorithm (Fuzzy-AHP) to determine the triangular weight of the courses from the most widespread MOOCS in the literature. Weights of the courses are calculated by fuzzy numbers in line with the learning profile. The outcome of the proposed framework is to improve teaching effectiveness, facilitate learning among learners, encourage long life learning and maximize motivation as well as reducing the dropout rates.
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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 Engineers) Xplore, (4) PubMed, (5) Web of Science, (6) British Education Index, and (7) Google Scholar search engine. Two reviewers independently screened the abstracts and titles of the studies. Published studies in the English language that evaluated MOOCs were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection, and data analysis methods were quantitatively and qualitatively analyzed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for randomized controlled trials (RCTs) and the National Institutes of Health—National Heart, Lung, and Blood Institute quality assessment tool for cohort observational studies and for before-after (pre-post) studies with no control group. Results The initial search resulted in 3275 studies, and 33 eligible studies were included in this review. In total, 16 studies used a quantitative study design, 11 used a qualitative design, and 6 used a mixed methods study design. In all, 16 studies evaluated learner characteristics and behavior, and 20 studies evaluated learning outcomes and experiences. A total of 12 studies used 1 data source, 11 used 2 data sources, 7 used 3 data sources, 4 used 2 data sources, and 1 used 5 data sources. Overall, 3 studies used more than 3 data sources in their evaluation. In terms of the data analysis methods, quantitative methods were most prominent with descriptive and inferential statistics, which were the top 2 preferred methods. In all, 26 studies with a cross-sectional design had a low-quality assessment, whereas RCTs and quasi-experimental studies received a high-quality assessment. Conclusions The MOOC evaluation data collection and data analysis methods should be determined carefully on the basis of the aim of the evaluation. The MOOC evaluations are subject to bias, which could be reduced using pre-MOOC measures for comparison or by controlling for confounding variables. Future MOOC evaluations should consider using more diverse data sources and data analysis methods. International Registered Report Identifier (IRRID) RR2-10.2196/12087
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de Waard, Inge, Apostolos Koutropoulos, Rebecca J. Hogue, et al. "Merging MOOC and mLearning for Increased Learner Interactions." International Journal of Mobile and Blended Learning 4, no. 4 (2012): 34–46. http://dx.doi.org/10.4018/jmbl.2012100103.
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In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interactions and dialogue. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. An end-of-course survey provides insight that supports the synergies between MOOCs and mLearning: collaboration, informal and lifelong learning, and dialogue.
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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 on a MOOC discussion forum, were analysed and categorized using machine learning and data analysis. The results obtained in this study show that it is possible to perform sentiment analysis with very high accuracy (94.1%), and it is also possible to periodically supervise the variations in learners' sentiments. The results of this study are very useful. In the context of online learning, it is very beneficial to have information about learner sentiment.
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Shivraj, K. S. "Massive Open Online Courses (MOOC) Offered by NPTEL and IIT Kanpur: An Overview." Indian Journal of Information Sources and Services 4, no. 2 (2014): 7–12. http://dx.doi.org/10.51983/ijiss.2014.4.2.417.
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Massive Open Online Courses (MOOCs) are free and open online courses offered by some of the country’s leading universities and institutions including Harvard, Massachusetts Institute of Technology (MIT), and Stanford. In recent years, there have been a growing number of MOOCs on the Internet. This paper introduces an overview about the MOOCs courses offered by NPTEl and IIT Kanpur. And also reveals the impact of MOOC in the Academic Library Environment.
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Kumar, Rakesh, Nawin J. Vignesh, Mohan Bharathi, Mythili Jawaharlal, Milanee Mohanty, and Mercy Alfred. "Impact of COVID-19 lockdown on utilization of massive open online courses among medical students in Tamil Nadu- a cross-sectional study." International Journal Of Community Medicine And Public Health 9, no. 12 (2022): 4559. http://dx.doi.org/10.18203/2394-6040.ijcmph20223214.
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Background: The massive open online courses are one of the blooming and innovative teaching-learning methodologies in the field of medical science. The current study aimed to assess the utilization of massive open online courses among medical students in Perambalur during the COVID-19 lockdown.Methods: The cross-sectional study was conducted among medical students using a structured questionnaire from June 2021 to November 2021. The questionnaire focused on knowledge and perception about MOOC, motivators, and barriers to enrolment in MOOC and the level of satisfaction in MOOC courses. Following assessment, univariate and bivariate analysis of data was performed using statistical software and the results were summarized.Results: The mean age of medical students were 21 years and most of the students were in the first (28.2%) and second year (21.9%). 55.7% of medical students had heard about MOOC and 69.1% of students had enrolled on any one of the online courses. Among those enrolled, 271 students (60.6%) completed the course. The year of study was significantly associated with enrolment to MOOC (p=0.007). The mean age of enrolled students (20.6 years) was lower compared to those not enrolled (20.93 years).Conclusions: The knowledge and perception among medical students about MOOCs were optimal but utilization and course completion were not satisfactory when the students near their undergraduate course completion. Based on government action, it is evident that MOOC will be one of the major teaching-learning methodologies in the near future and this study will serve as a guiding tool to identify the major motivators and barriers to the utilization of MOOC among medical students.
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Eshun, Samuel Nuamah, David Addae, and Abigail Abena Owusuwaa Manu. "Massive open online courses (MOOCS) for university education: a study on students’ experiences at the University of Ghana." Ghana Journal of Education: Issues and Practice (GJE) 6 (December 1, 2020): 82–99. http://dx.doi.org/10.47963/gje.v6i.522.
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The objective of this study was to examine students’ experiences in participating in MOOCs (Massive Open Online Courses) at the University of Ghana. The study employed the qualitative research method. All the 12 students of the University of Ghana’s Department of Adult Education and Human Resource Studies who enrolled in a MOOC course participated in the study. The study revealed that students are mostly attracted to Coursera and edx than other available MOOC platforms. Students view MOOC as affordable, accessible and of quality. MOOC challenge mostly cited by students is intermittent internet connectivity. In anticipation of the increase in enrollment in Ghanaian Universities in 2020 and beyond due to the Free Senior High School programme of the government, the study recommended that Universities and other tertiary institutions convert some of their study courses registered by students into MOOCs to create more lecture spaces for prospective students.
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Kellogg, Shaun, and Achim Edelmann. "Massively Open Online Course for Educators (MOOC-Ed) network dataset." British Journal of Educational Technology 46, no. 5 (2015): 977–83. http://dx.doi.org/10.1111/bjet.12312.
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Hoverman, Lisa. "Chuck Severance - Experiences Teaching a Massively Open Online Course (MOOC)." INSIGHT 17, no. 3 (2014): 13–14. http://dx.doi.org/10.1002/inst.201417313.
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Zhao, Xiao Yong, and Chun Rong Yang. "Design of Cloud Computing Environment for Online Open Course." Applied Mechanics and Materials 687-691 (November 2014): 2867–70. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2867.
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The rise of Massive Open Online Course (MOOC) has enabled open courses to overcome the shortcomings of its traditional mode. Interactions and communications have become important elements in online open courses right now. Cloud computing is a new platform for MOOC development, which is extension of the distribution computing, the parallel computing and the grid computing, settling the problem of various resource sharing. In this paper, the design of cloud computing environments is showed with the cloud computing system structure, network security analysis of cloud computing, and map-reduce program mode, which forms the model of cloud computing environment.
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Christiansen, René Boyer, Karsten Gynther, and Rasmus Jørnø. "The dinosaur that lost its head: A contribution to a framework using Learning Analytics in Learning Design." Tidsskriftet Læring og Medier (LOM) 12, no. 21 (2019): 21. http://dx.doi.org/10.7146/lom.v12i21.112584.
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This paper presents an approach to the meaningful use of learning analytics as a tool for teachers to improve the robustness of their learning designs. The approach is based on examining how participants act within a Massive Open Online Course (MOOC) format through learning analytics. We show that a teacher/designer can gain knowledge about his or her intended, implemented and attained learning design; about how MOOC participants act in response to these and about how students are able to develop ‘study efficiency’ when participating in a MOOC. The learning analytics approach makes it possible to follow certain MOOC students and their study behaviour (e.g. the participants who pass the MOOC by earning enough achievement badges) and to examine the role of the moderator in MOOCs, showing that scaffolding plays a central role in studying and learning processes in an educational format such as a MOOC.
 Key words: MOOCs, Massive Open Online Courses, data-saturated, learning analytics, learning design, educational design research, LMS.
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El Said, Ghada Refaat. "Understanding How Learners Use Massive Open Online Courses and Why They Drop Out." Journal of Educational Computing Research 55, no. 5 (2016): 724–52. http://dx.doi.org/10.1177/0735633116681302.
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This article presents a qualitative study on Massive Open Online Course (MOOC) dropout in a developing world. Thematic analyses of semistructured interviews were conducted with 52 learners, eight weeks after their actual registration for a course of their choice as part of a self-learning activity. The results uncover novel design factors affecting MOOC retention. Among these factors are Learner Control, in which users can design their own long-term learning track from various course modules; Integrative Design, comprising learners’ own accounts on social media; and Independent Design, in which a course’s modules can be taught separately and learners need not complete an overall course but rather can select modules from various courses. Mobility and Language are identified as important decisive factors for users to drop out from or complete a MOOC Course. This research also highlights the importance of Diversity and Novelty for this type of application. The research reveals the Multitasking Behavior of users, leading to the need for Easy-to-Scan content. The findings provide a basis for improving the understanding toward reasons for MOOC drops and suggest a number of practical design recommendations for designers and providers. Furthermore, the completion rate observed in this study was slightly higher than was typically found in previous studies. This result might suggest that using a MOOC as a learning opportunity within the context of a university-accredited program would increase the likelihood of completion.
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Berry, Camille, Avalloy McCarthy-Curvin, Sharon Bramwell-Lalor, Schontal Moore, Mairette Newman, and Clement Lambert. "Massive Open Online Courses: A Source of Effective Professional Development for In-service Teachers." Journal of Education and Development in the Caribbean 19, no. 2 (2021): 112–44. http://dx.doi.org/10.46425/j419028671.
Full textAbstract:
The ever-changing needs of society justify the necessity for teachers to engage in continuous learning. Teachers are encouraged to participate in professional development activities that will help them develop the knowledge and skills that are required to meet the needs of a 21st century society. It is recognised that access to professional development has increased since Massive Open Online Courses (MOOCs) became an option for in-service teachers who traditionally found it difficult to access certain professional development activities because of distance and lack of convenience.A survey was administered to 72 respondents to capture the experiences of in-service teachers from the Caribbean, who participated in a MOOC offered by the Inter-American Teacher Education Network (ITEN). The survey explored the MOOC participants’ perception of the MOOC as a source of professional development, as well as the extent to which they applied the content learnt in the ITEN MOOC. The findings of this research show that 95% of the participants perceived the ITEN MOOC to be an effective source of professional development and were able to apply the content to their professional context. The findings further suggest that MOOCs across the globe provide an opportunity for in-service teachers to forge partnerships and establish learning communities that will improve their professional knowledge and skills.