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Journal articles on the topic 'Massively Open Online Courses'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Billings, Diane M. "Understanding Massively Open Online Courses." Journal of Continuing Education in Nursing 45, no. 2 (2014): 58–59. http://dx.doi.org/10.3928/00220124-20140124-14.

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Tsakiris, KleonikosA. "Massively open online courses and ophthalmology training." Education for Health 30, no. 1 (2017): 95. http://dx.doi.org/10.4103/efh.efh_334_15.

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3

Gillani, Nabeel, and Rebecca Eynon. "Communication patterns in massively open online courses." Internet and Higher Education 23 (October 2014): 18–26. http://dx.doi.org/10.1016/j.iheduc.2014.05.004.

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4

Skiba, Diane J. "What Has Happened to Massively Open Online Courses?" Nursing Education Perspectives 38, no. 5 (2017): 291–92. http://dx.doi.org/10.1097/01.nep.0000000000000222.

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5

Karadimce, Aleksandar. "Adjusting the massively open online courses in cloud computing environment." International scientific journal HORIZONS 1, no. 2014 (2014): 73–82. https://doi.org/10.5281/zenodo.23004.

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Abstract: Massively Open Online Courses (MOOC) is new trending model for delivering learning content online to any person with no limit on attendance for everyone that wishes to attend to a course. Following the MOOC trend there is an expectation that till 2015 there will be more than 6 million unique students worldwide. In order to provide appropriate quality learning user experience for the students we propose how to optimize the cloud computing resources, such as Virtual Machine (VM) distribution per contents to support the MOOC. For this purpose we have used a simulation tool, called Cloud

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Liyanagunawardena, Tharindu. "Massive Open Online Courses." Humanities 4, no. 1 (2015): 35–41. http://dx.doi.org/10.3390/h4010035.

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7

Wulf, Jochen, Ivo Blohm, Jan Marco Leimeister, and Walter Brenner. "Massive Open Online Courses." WIRTSCHAFTSINFORMATIK 56, no. 2 (2014): 127–30. http://dx.doi.org/10.1007/s11576-014-0405-7.

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Wulf, Jochen, Ivo Blohm, Jan Marco Leimeister, and Walter Brenner. "Massive Open Online Courses." Business & Information Systems Engineering 6, no. 2 (2014): 111–14. http://dx.doi.org/10.1007/s12599-014-0313-9.

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Huang, Biyun, and Khe Foon Hew. "Measuring Learners’ Motivation Level in Massive Open Online Courses." International Journal of Information and Education Technology 6, no. 10 (2016): 759–64. http://dx.doi.org/10.7763/ijiet.2016.v6.788.

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Ritai, Yu, Chen Yangxue, Lin Fei, Zhang Zhan, and Sun Yong. "A Improved Recommendation Model for Massively Open Online Courses Using MapReduce." Journal of Computational and Theoretical Nanoscience 13, no. 12 (2016): 9412–18. http://dx.doi.org/10.1166/jctn.2016.5857.

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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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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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Savi, Alexander O., Han L. J. van der Maas, and Gunter K. J. Maris. "Navigating Massive Open Online Courses." Science 347, no. 6225 (2015): 958. http://dx.doi.org/10.1126/science.347.6225.958.

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Parslow, Graham R. "Commentary: Massive open online courses." Biochemistry and Molecular Biology Education 41, no. 4 (2013): 278–79. http://dx.doi.org/10.1002/bmb.20710.

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15

Kumar, Rajive, and Narendra Kumar. "Massive Open Online Courses (MOOCs) in Indian Higher Education System." Contemporary Social Sciences 27, no. 1 (2018): 155–58. http://dx.doi.org/10.29070/27/57225.

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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, base

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17

DAĞCI, Mahmut. "Massive Open Online Courses in Nursing: A Retrospective Descriptive Study." Journal of Health Sciences and Clinical Research 3, no. 3 (2024): 194–203. https://doi.org/10.5281/zenodo.14576715.

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<strong>Aim</strong>: Massive open online courses are easily accessible and flexible learning environments that facilitate continuous learning and knowledge updating in nursing education. These courses help nurses enhance their professional competencies and improve patient care by providing access to the latest research and clinical practices. The aim of this study is to examine the characteristics of existing massive open online courses related to nursing. <strong>Method</strong>: In this retrospective descriptive study, online course websites were searched using the keyword "nursing." The se

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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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Dobrovolska, S., M. Opyr, S. Panchyshyn, and N. Myronenko. "MASSIVE OPEN ONLINE COURSES AS AN ALTERNATIVE FORM OF HIGHER EDUCATION." Scientific Bulletin Melitopol State Pedagogical 2, no. 23 (2019): 29–35. http://dx.doi.org/10.33842/22195203/2019/23/29/35.

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20

Ferrer, Maite Fernandez. "What do higher education students know about massive open online courses?" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 115–22. http://dx.doi.org/10.18844/prosoc.v4i1.2242.

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21

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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22

Robes, Jochen, and Claudia Bremer. "Open Educational Resources und Massive Open Online Courses." Hessische Blätter für Volksbildung 62 (December 15, 2012): 315–34. http://dx.doi.org/10.3278/hbv1204w315.

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23

Laryea, Krystal, Andreas Paepcke, Kathy Mirzaei, and Mitchell L. Stevens. "Ambiguous Credentials: How Learners Use and Make Sense of Massively Open Online Courses." Journal of Higher Education 92, no. 4 (2021): 596–622. http://dx.doi.org/10.1080/00221546.2020.1851571.

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24

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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25

Tryma, Kateryna. "Designing and creating MOOCs: the experience of the University of Bayreuth." International Scientific Journal of Universities and Leadership, no. 15 (July 7, 2023): 103–12. http://dx.doi.org/10.31874/2520-6702-2023-15-103-112.

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The impact of modern digital technologies on the forms and methods of teaching in a modern university has been analysed. The characteristics of massive online open courses are described: they are regarded as a part of the digital and educational environment of a modern university, as well as a universal form of communication between society and the institution. The experience of Zentrums für Hochschullehre (Ukrainian analogue — a teacher training centre), whose employees create massive online courses, is described with the help of general scientific methods and the interview method. The

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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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Sobral, Sónia Rolland. "Massive Open Online Courses: A Bibliometric Review." International Journal of Information and Education Technology 11, no. 5 (2021): 205–11. http://dx.doi.org/10.18178/ijiet.2021.11.5.1513.

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Massive Open Online Courses (MOOCs) are open courses offered to an indefinite number of participants and accessible through virtual learning environments. These courses have been the subject of research all over the world. The purpose of this paper is to analyze the scientific production on Massive Open Online Courses in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample is composed by 1908 articles in total. The results obtained by bibliometric analysis showed that the publication continue to increase, in which journals they are published, which are the

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28

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 decis

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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 us

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30

Ventista, Ourania Maria. "Self-assessment in Massive Open Online Courses." E-Learning and Digital Media 15, no. 4 (2018): 165–75. http://dx.doi.org/10.1177/2042753018784950.

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Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.

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31

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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32

Vasyliv, Volodymyr, and Bogdana Vasyliv. "Clientoriented aggregator of massive open online courses." Modeling and Information Systems in Economics, no. 97 (February 25, 2019): 35–45. http://dx.doi.org/10.33111/mise.97.4.

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33

Raviolo, Paolo. "Continuing education e Massive Online Open Courses." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (December 2013): 113–17. http://dx.doi.org/10.3280/erp2013-001008.

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34

Basantia, Tapan Kumar, and Vishal Kumar. "Learning Management in Massive Open Online Courses." International Journal of Digital Literacy and Digital Competence 12, no. 1 (2021): 1–14. http://dx.doi.org/10.4018/ijdldc.2021010101.

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Massive open online courses (MOOCs) are the unconventional and latest means of education in the present society. MOOCs are the strong alternative to traditional education and latest development in the area of open and distance learning. MOOCs are the online courses which are delivered with little rigidity in place of learning, time of learning, pace of learning, etc. Learning management in MOOCs is one of the prime features of MOOCs that helps for the delivery of MOOCs. Learning management in MOOCs plays a vital role for the success of MOOCs. The stakeholders of MOOCs must be well conversant w

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35

Aboshady, Omar, and Omar Aboshady. "Massive Open Online Courses and Medical Education." International Journal of Medical Students 2, no. 3 (2014): 142–43. http://dx.doi.org/10.5195/ijms.2014.185.

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36

Abu-Shanab, Emad A., and Sajida Musleh. "The Adoption of Massive Open Online Courses." International Journal of Web-Based Learning and Teaching Technologies 13, no. 4 (2018): 62–76. http://dx.doi.org/10.4018/ijwltt.2018100104.

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This article explores the challenges and benefits of using Massive Open Online Courses (MOOCs). It also tried to understand the issues that would influence students' perceptions regarding MOOCs. The Study utilized the Theory of Reasoned Actions (TRA) to understand the factors influencing respondents' adoption of such environment. An empirical research was conducted using a survey to probe subjects” opinions. Results significantly supported the TRA and predicted the intention to use MOOCs. Perceived usefulness and social influence were significant predictors of MOOCs adoption, but ease of use f

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Quispe-Juli, Cender Udai, Victor Hugo Moquillaza-Alcántara, and Katherine Arapa-Apaza. "Massive open online courses on biomedical informatics." F1000Research 8 (February 14, 2019): 180. http://dx.doi.org/10.12688/f1000research.17693.1.

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This study aimed to identify the characteristics of massive open online courses (MOOCs) related to biomedical informatics offered in several plataforms. We conducted an observational study on specialized MOOCs platforms to find courses related to biomedical informatics, in 2018. Our search identified 67 MOOCs on biomedical informatics. The majority of MOOCs were offered by Coursera (71.6%, 48/67), English was the most common language (95.5%, 64/67). The United States developed the majority of courses (73.1%, 49/67), with the vast majority of MOOCs being offered by universities (94%, 63/67). Th

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Arora, Skand, Manav Goel, A. Sai Sabitha, and Deepti Mehrotra. "Learner Groups in Massive Open Online Courses." American Journal of Distance Education 31, no. 2 (2017): 80–97. http://dx.doi.org/10.1080/08923647.2017.1300461.

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39

Gameel, Bahaa G. "Learner Satisfaction with Massive Open Online Courses." American Journal of Distance Education 31, no. 2 (2017): 98–111. http://dx.doi.org/10.1080/08923647.2017.1300462.

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40

McCartney, Patricia Robin. "Exploring Massive Open Online Courses for Nurses." MCN, The American Journal of Maternal/Child Nursing 40, no. 4 (2015): 265. http://dx.doi.org/10.1097/nmc.0000000000000152.

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41

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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42

Zolotykhin, Sergey Alexsandrovich. "CONTEXT ASSESSMENT OF MASSIVE OPEN ONLINE COURSES." Sovremennye issledovaniya sotsialnykh problem, no. 8 (October 17, 2015): 250. http://dx.doi.org/10.12731/2218-7405-2015-8-20.

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43

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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Sinclair, Jane, and Sara Kalvala. "Student engagement in massive open online courses." International Journal of Learning Technology 11, no. 3 (2016): 218. http://dx.doi.org/10.1504/ijlt.2016.079035.

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45

Rai, Laxmisha. "Successful Learning Through Massive Open Online Courses." IEEE Potentials 38, no. 6 (2019): 19–24. http://dx.doi.org/10.1109/mpot.2018.2869076.

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Goldschmidt, Karen, and Jane Greene-Ryan. "Massive Open Online Courses in Nursing Education." Journal of Pediatric Nursing 29, no. 2 (2014): 184–86. http://dx.doi.org/10.1016/j.pedn.2013.12.001.

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Lin, Yu-Ling, Hong-Wen Lin, and Tzu-Ting Hung. "Value hierarchy for Massive Open Online Courses." Computers in Human Behavior 53 (December 2015): 408–18. http://dx.doi.org/10.1016/j.chb.2015.07.006.

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Mahajan, Rajiv, Piyush Gupta, and Tejinder Singh. "Massive Open Online Courses: Concept and Implications." Indian Pediatrics 56, no. 6 (2019): 489–95. http://dx.doi.org/10.1007/s13312-019-1575-6.

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Dzhabrailova, Laura Khamzatovna, Radima Khavazhevna Denilkhanova, and Madina Abdusalamovna Magomedova. "POSSIBILITIES OF USE MASSIVE OPEN ONLINE COURSES." Industrial Economics 5, no. 5 (2022): 464–69. http://dx.doi.org/10.47576/2712-7559_2022_5_5_464.

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Castilho, Sheila, Joss Moorkens, Federico Gaspari, Rico Sennrich, Andy Way, and Panayota Georgakopoulou. "Evaluating MT for massive open online courses." Machine Translation 32, no. 3 (2018): 255–78. http://dx.doi.org/10.1007/s10590-018-9221-y.

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