Relevant bibliographies by topics / MOOC courses

Contents

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

Academic literature on the topic 'MOOC courses'

Author: Grafiati
Published: 4 June 2025
Last updated: 14 July 2025

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Journal articles on the topic "MOOC courses"

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

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Massive Open Online Course (MOOC) was one of the initiatives of the Malaysia Ministry of Education to ensure the standard of our national education system was at par with the global education trends. This initiative was documented in Malaysian Education Blueprint 2015 -2025 (Higher Education, Shift No.9: Globalised Online Learning). Universiti Teknologi MARA (UiTM) was among the public universities in Malaysia that were seriously involved in MOOC development. Starting with one MOOC in 2014, four MOOCs in 2015, 16 MOOCs in 2016, UiTM embarked into developing 450 new MOOCs in 2017. To ensure UiT
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Yao, Weiqiang, Haiquan Sun, and Xiaoxuan Hu. "A Novel Search Ranking Method for MOOCs Using Unstructured Course Information." Wireless Communications and Mobile Computing 2020 (September 23, 2020): 1–13. http://dx.doi.org/10.1155/2020/8813615.

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Massive open online courses (MOOCs) are a technical trend in the field of education. As the number of available MOOCs continues to grow dramatically, the difficulty for learners to find courses that satisfy their personalized learning goals has also increased. Unstructured texts, such as course descriptions and course skills, contain rich course information and are useful for MOOC platforms in constructing personalized services. This paper proposes a novel search ranking method for MOOCs that integrates unstructured course information. We propose a latent Dirichlet allocation-based model to cl
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Alario-Hoyos, Carlos, Mar Pérez-Sanagustín, Dave Cormier, and Carlos Delgado-Kloos. "Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs." JUCS - Journal of Universal Computer Science 20, no. (1) (2014): 6–23. https://doi.org/10.3217/jucs-020-01-0006.

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Massive Open Online Courses (MOOCs) are a disruptive trend in education. Several initiatives have emerged during the last months to give support to MOOCs, and many educators have started offering courses as MOOCs in different areas and disciplines. However, designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but also other issues of logistical, technological and financial nature, as well as how these issues relate and constrain each other. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance be
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Sherimon, Vinu, Leena Francis, Sherimon P.C., Disha Devassy, and Walid Aboraya. "EXPLORING THE IMPACT OF LEARNERS’ DEMOGRAPHIC CHARACTERISTICS ON COURSE COMPLETION AND DROPOUT IN MASSIVE OPEN ONLINE COURSES." International Journal of Research -GRANTHAALAYAH 10, no. 1 (2022): 149–60. http://dx.doi.org/10.29121/granthaalayah.v10.i1.2022.4469.

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MOOCs (Massive Open Online Courses) have the potential to change education by offering high-quality online courses in a variety of disciplines. However, just a few studies have investigated the impact of MOOC students' demographics on their completion rates. In this research, we investigate the impact of demographic features of learners in the completion and dropping rate of MOOCs. The data from a survey is used in this study to determine which learner demographic features may have an impact on MOOC completion and dropout. The data was analyzed using Chi-square test.The findings demonstrate th
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Ming Wong*, Billy Tak. "Pedagogic Orientations of MOOC Platforms: Influence on Course Delivery." Asian Association of Open Universities Journal 10, no. 2 (2015): 49–66. http://dx.doi.org/10.1108/aaouj-10-02-2015-b005.

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This paper reports on an exploratorystudy of the influence of the pedagogic orientations of MOOC platforms on their courses. Four MOOC platforms — namely Coursera, edX, FutureLearn and OpenLearning — which illustrate their pedagogy on their websites were selected for this research.The pedagogic features of 32 courses on these platforms were examined.The results show course differences in terms of theirduration, learning activities, assessment, socialinteraction and instructors'participation. For example, while the courses on Coursera and edX used videos more extensively in general, FutureLearn
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Uthamaraj, Sujatha, and Gunasundari Ranganathan. "A novel framework for MOOC recommendation using sentiment analysis." Indonesian Journal of Electrical Engineering and Computer Science 36, no. 1 (2024): 603. http://dx.doi.org/10.11591/ijeecs.v36.i1.pp603-613.

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Massive open online courses (MOOC) are the largest initiative in eLearning, with the support of universities across the world. To increase course satisfaction in MOOCs, learners’ must relate to the courses that best suit their needs and interests. The goal of recommendation systems is to suggest items to users based on their preferences and past behaviour. A course recommender system makes recommendations based on the similarity of courses and past interactions with the MOOC platform. With a huge volume of online courses on multiple learning platforms, it has been difficult for learners to ide
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Sujatha, Uthamaraj Gunasundari Ranganathan. "A novel framework for MOOC recommendation using sentiment analysis." Indonesian Journal of Electrical Engineering and Computer Science 36, no. 1 (2024): 603–13. https://doi.org/10.11591/ijeecs.v36.i1.pp603-613.

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Massive open online courses (MOOC) are the largest initiative in eLearning, with the support of universities across the world. To increase course satisfaction in MOOCs, learners’ must relate to the courses that best suit their needs and interests. The goal of recommendation systems is to suggest items to users based on their preferences and past behaviour. A course recommender system makes recommendations based on the similarity of courses and past interactions with the MOOC platform. With a huge volume of online courses on multiple learning platforms, it has been difficult for learners
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Hasan, Md Masudul, and Tan Bee Hoon. "Undergraduates’ Novel Experiences with Massive Open Online Courses." East West Journal of Humanities 5 (February 20, 2015): 39–49. http://dx.doi.org/10.70527/ewjh.v5i.33.

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Massive open online courses (MOOCs) have revolutionized e-learning contexts through improvising new technology on its pedagogical features. Recently, much debate has been directed to the application of MOOCs in relation to higher education. However, research regarding students’ experiences of MOOCs is scant. Therefore, the present study aims to fill in the gap by examining undergraduates experiences with MOOCs. Data were collected from 29 undergraduates attending various degree programs at a public university in Malaysia. Undergraduates’ logbook notes were used for collecting data for this stu
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Sirisuthikul, Varintra. "Building a R.I.C.H. Brand in 10 Hours: Teaching Sustainability Concepts through Thai MOOC." International Journal of Information and Education Technology 13, no. 5 (2023): 849–54. http://dx.doi.org/10.18178/ijiet.2023.13.5.1878.

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Global educators in higher education are increasingly using massive open online courses (MOOCs) as a platform to convert traditional degree programs into short courses and certification programs. This study aims to investigate how Thai MOOCs were created and delivered, to teach learners about sustainability, a topic that academics, policymakers, practitioners, and the public in Thailand are interested in. A mixed methods approach was used to evaluate the creation and delivery of a sustainability course in Thai MOOC Platform. According to the findings, most participants in the instructor-led co
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MACUGAY, PHILIP JOEL, Aahron Dinauanao, Richy Lloyd Tan, and Iana Christine Macugay. "Awareness and Utilization of Massive Open Online Courses (MOOCs) of College Students and Teachers in Selected Philippine Higher Education Institutions." British Journal of Teacher Education and Pedagogy 4, no. 1 (2025): 27–39. https://doi.org/10.32996/bjtep.2025.4.1.3.

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

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Kelle, Sebastian, Jens Voegler, Gerhard Weber, and Gottfried Zimmermann. "Barrierefreiheit im MOOC." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181570.

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Massive Open Online Courses (MOOCs) sind darauf ausgelegt, im tertiären Bildungsbereich den Wissenserwerb zu fördern, ohne dass die formalen Strukturen einer Ausbildungseinrichtung relevant sind. Dazu werden die Teilnehmer nicht persönlich von Dozenten betreut, sondern sind selbstgesteuert, oder werden durch kollaborative Lernmethoden aktiviert. Der Leistungszwang ist daher geringer, die Anzahl derjenigen, die Kurse abbrechen, jedoch ungleich höher. Durchschnittlich schließen maximal 10% der Teilnehmer ihren MOOC-Kurs ab.
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Pscheida, Daniela, Sabrina Herbst, Thomas Köhler, Marlen Dubrau, and Katharina Zickwolf. "MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33956.

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Purpose – Since April 2014, the alliance of leading German Institutes of Technology (TU9) has been jointly producing and running massive open online courses (MOOCs) on the subject of engineering. On the one hand, the collaborative MOOC@TU9 project aims to combine the unique characteristics and strengths of the engineering courses offered by the TU9 universities, making inter-institute, cooperative, open learning both visible and accessible. This will enhance both local teaching and the national and international marketing of the universities. On the other hand, the project also aims to help bu
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CARVALHO, LUIS FELIPE SAO THIAGO DE. "MEDIATION OF MASSIVE ONLINE OPEN COURSES (MOOC) AND THEIR EFFECTS ON STUDENT PARTICIPATION AND PERFORMANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36327@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Conduzimos uma pesquisa de campo a partir de um curso online aberto e massivo (MOOC), realizado no último trimestre de 2017, utilizando o ambiente virtual de aprendizagem da PUC-Rio. A partir da experiência com este curso, estudamos a dinâmica de participação dos alunos nas atividades pedagógicas e os efeitos no desempenho, baseados em exames de avaliação. Também estudamos a interação entre os participantes do curso a partir dos fóruns de discussão com o apoio de um mediador. Um grupo de controle sem a participação do mediador foi criado, p
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Knöös, Johanna, and Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.

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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learne
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SADEHVANDI, NIKAN. "An Empirical Study on the Effects of Pedagogical Intervention on Improving the Quality of Peer Assessment in Massive Open Online Courses." Kyoto University, 2019. http://hdl.handle.net/2433/243287.

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Johansson, Sara, and Inka Frolov. "An Adaptable Usability Checklist for MOOCs : A usability evaluation instrument for Massive Open Online Courses." Thesis, Umeå universitet, Institutionen för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90330.

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The purpose of this study was to develop a list of usability guidelines, i.e. a usability checklist, which can assist in evaluating the usability of Massive Open Online Courses (MOOCs) user interfaces. Interviews were conducted to help understand their context of use and to find design focus points for the evaluation of MOOCs interface. These design focus points were then inspected for usability issues with Jakob Nielsen’s usability inspection method - heuristic evaluation - using author’s own set of 10 usability heuristics. The study reveals two main findings. Firstly, the context of use of M
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Bryant, Martha Guidry. "The Development of the Massive Open Online Course Virtual Learning Environment Scale (MVLE) and Model to Measure Satisfaction of MOOC Online Learning Courses in Higher Education| A Mixed Methods Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10617545.

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<p> Information technology is not new to academia. Numerous educators and research scholars studying the usefulness of digital technologies in the classroom seek to determine whether the underlying pedagogies effectively bridge the gap between quality of instruction, student engagement, and eventual acceptance of the technology tool in use. With the increase and sophistication in the delivery of online courses in colleges across the country, we now see the recent emergence of an online course structure called Massive Open Online Courses, MOOCs (Sandeen, 2014). MOOCs have intensified the intere
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Bremer, Claudia, and David Weiß. "Massive Open Online Courses: Kategorisierung und Analyse des Teilnehmerverhaltens am Beispiel der OPCOs 2011 und 2012." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126178.

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Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.
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Kahnwald, Nina, Anja Lorenz, Daniela Pscheida, and Andrea Lißner. "Studierende als Zielgruppe von Open Online Courses: Potenziale und Herausforderungen am Beispiel des SOOC13." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126160.

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Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)
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Engquist, Malin. "Kommunikation i storskaliga internetbaserade kurser : En kvalitativ studie om karaktären av den sociala interaktionen i diskussionsforum i xMOOCar." Thesis, KTH, Lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-234304.

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Storskaliga, öppna, internetbaserade kurser (MOOCar) introducerades år 2008 av George Siemens och Stephen Downes och deras popularitet har ökat ända sedan dess. Förespråkare av MOOCar påstår att de har en potential att möjliggöra livslångt lärande för människor från hela världen. Sedan de första kurserna har två olika former av MOOCar utvecklats, cMOOCar som har utvecklats utifrån lärandeteorin konnektivismen och xMOOCar som är relativt lika vanliga internetbaserade kurser med den skillnad att antalet kursdeltagare är mer eller mindre obegränsat. År 2016 anslöt sig MOOC initiativet från Kungli
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Books on the topic "MOOC courses"

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Korzen, John. Make your argument: Succeeding in moot court and mock trial. Kaplan Pub., 2010.

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Dimitri, James, Melissa Greipp, and Susie Salmon. The moot court advisor's handbook: A guide for law students, faculty, and practitioners. Carolina Academic Press, 2015.

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Cole, Bobby. Moon underfoot. Thomas & Mercer, 2012.

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University of Toronto. Faculty of Law. Moot court handbook 1991-92. Weir & Foulds, 1991.

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(Organization), Moiwana'86. Moot court competition 1999: Inaugurele pleitwedstrijd betreffende het Inter-Amerikaans Mensenrechtensysteem = Inaugural moot court competition on the Inter-American Human Rights Protection System. Moiwana'86, 2000.

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Ngwafor, E. N. Law in action: Five sensitive moot court submissions. Institute of Third World Art & Literature, 1989.

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Harvard Law School. Board of Student Advisers., ed. Introduction to advocacy: Briefwriting and oral argument in moot court competition. 4th ed. Foundation Press, 1985.

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Harvard Law School. Board of Student Advisers., ed. Introduction to advocacy: Briefwriting and oral argument in moot court. 5th ed. Foundation Press, 1991.

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McKay, Elspeth. Macro-level learning through massive open online courses (MOOCS): Strategies and predictions for the future. Information Science Reference, 2015.

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Sarmento, Anabela, and Paula Peres. Furthering higher education possibilities through massive open online courses. Information Science Reference, 2015.

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Book chapters on the topic "MOOC courses"

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Galán, José Gómez, Cristina Lázaro Pérez, Jose Ángel Martínez López, and Eloy López Meneses. "VLE Environments and MOOC Courses." In Innovation and ICT in Education. River Publishers, 2022. http://dx.doi.org/10.1201/9781003338567-9.

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Manna, Manpreet Singh, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. "Massive Open Online Courses (MOOC)." In Blended Learning and MOOCs. Routledge India, 2023. http://dx.doi.org/10.4324/9781003307730-7.

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Galán, José Gómez, Antonio H. Martín Padilla, César Bernal Bravo, and Eloy López Meneses. "MOOC: Strengths and Weaknesses." In MOOC Courses and the Future of Higher Education. River Publishers, 2022. http://dx.doi.org/10.1201/9781003338871-5.

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Galán, José Gómez, Antonio H. Martín Padilla, César Bernal Bravo, and Eloy López Meneses. "MOOC Reflections on the Future." In MOOC Courses and the Future of Higher Education. River Publishers, 2022. http://dx.doi.org/10.1201/9781003338871-8.

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Hidalgo, Luciano, and Jorge Munoz-Gama. "Domain-Driven Event Abstraction Framework for Learning Dynamics in MOOCs Sessions." In Lecture Notes in Business Information Processing. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27815-0_40.

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AbstractIn conjunction with the rapid expansion of Massive Open Online Courses (MOOCs), academic interest has grown in the analysis of MOOC student study sessions. Education researchers have increasingly regarded process mining as a promising tool with which to answer simple questions, including the order in which resources are completed. However, its application to more complex questions about learning dynamics remains a challenge. For example, do MOOC students genuinely study from a resource or merely skim content to understand what will come next? One common practice is to use the resources directly as activities, resulting in spaghetti process models that subsequently undergo filtering. However, this leads to over-simplified and difficult-to-interpret conclusions. Consequently, an event abstraction becomes necessary, whereby low-level events are combined with high-level activities. A wide range of event abstraction techniques has been presented in process mining literature, primarily in relation to data-driven bottom-up strategies, where patterns are discovered from the data and later mapped to education concepts. Accordingly, this paper proposes a domain-driven top-down framework that allows educators who are less familiar with data and process analytics to more easily search for a set of predefined high-level concepts from their own MOOC data. The framework outlined herein has been successfully tested in a Coursera MOOC, with the objective of understanding the in-session behavioral dynamics of learners who successfully complete their respective courses.
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Duterte, Junard, and Gilbert Importante. "Self-regulation and Learning Outputs of Filipino MOOC Learners." In Proceedings of the 19th International Symposium on Management (INSYMA 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_50.

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AbstractDuring the coronavirus pandemic, scholars study how learners pursue lifelong learning in open and distance education since few studies investigate this issue. This study aims to discover a learning model that would increase the students’ online learning engagement and course completion in Massive Open Online Courses (MOOCs). Adopting the Self-Regulation Theory (SRT) on andragogy, this study is administered to 290 Massive MOOC adult learners in the Davao region. The author aimed to identify the respondents’ level of self-regulation in online learning, determine their learning outputs in a MOOC, examine the relationship between their self-regulation and learning outputs, and ascertain the significant predictors of their learning outputs. This study applied a quantitative-correlational design in collecting, interpreting, and discussing data from surveys using an adapted questionnaire. The author treated the data through a multiple regression correlation test. The results reveal that the respondents’ level of self-regulation in MOOC was very high, and they attained an excellent level of learning outputs. Furthermore, the findings show a strong relationship between their self-regulation and learning outputs in MOOCs. Meta-cognition, time management, environmental structuring, help-seeking, and persistence were significant predictors of learning outputs as reflected in the learning model that emerged. Findings also highlighted that self-regulation could significantly predict the learning outputs of online learners in exploring the MOOCs for their personal and professional development.
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Dianati, Seb. "Piercing the Veil: A Critical Examination of MOOC Ideologies." In The Commercialisation of Massive Open Online Courses. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58184-7_9.

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De Santis, Annamaria, Katia Sannicandro, Claudia Bellini, and Tommaso Minerva. "Analysis of MOOC Features in a Regional Platform: Design and Delivery of Courses." In Higher Education Learning Methodologies and Technologies Online. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29800-4_3.

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AbstractAt least two motivations make relevant research on regional MOOC providers: (1) they are Learning at scale environments where a large amount of data is produced, the high number of learners can show different approaches to learning, the whole population can be analysed, teaching and instructional design methods can be compared; (2) regional platforms reach the interests and needs of population groups that have only sometimes registered in international platforms.Therefore, we conducted a study at a large scale on EduOpen, an Italian MOOCs platform to which 28 institutions joined. The research aims to describe the current situation on EduOpen MOOCs, identify a latent model for the design and delivery of courses, and detect points of interest to enhance the platform’s procedure. We used courses as statistical units and identified three groups of variables: basic features, design features, and delivery features. We used multiple correspondence analysis (MCA) with descriptive statistics to answer the research questions. MCA is a method for data reduction for qualitative variables in which the categories assumed by the variables play a central role in defining a smaller number of dimensions.We found two dimensions that define the structure that underlies the design process – course density and content attainability, and the delivery process – diffusion and participation. Some focal points that EduOpen members can consider improving strategies in the design of the courses are related to the organization of activities and content, the scheduling of activities and whole courses, the levels of interaction in the courses, and the definition of qualified professional figures for design and tutoring.
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Saravanan, K. "MOOC for Student Learning and Active Engagement." In Optimizing Student Engagement in Online Learning Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3634-5.ch006.

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Online education is currently led with MOOC education platform in a scalable way to satisfy the need of the specialized student community. With the adoption of MOOC, students not only study for course credits, but also to learn the newest technologies in the market. Several MOOC providers offer thousands of online courses using knowledge experts in the fields. Thus, MOOC fills the knowledge gap between the academics and industry by offering the on-demand courses, which may not be available in the course curriculum. These MOOC courses are offered either free or payment. At the successful completion of the course, most MOOC platforms give the certification to the participants. MOOC is already doing revolution in higher education and online education. This chapter deals with MOOC model and its evolution and need. The different types and categories of MOOCs are listed. The different MOOC providers and their course criteria are also discussed. This chapter identifies and narrates the implementation issues in the MOOC model. The future research challenges are also summarized.
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Gamage, Dilrukshi, Shantha Fernando, and Indika Perera. "To MOOC or Not to MOOC, That Is the Problem." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0466-5.ch007.

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MOOCs are found to be next disruption for online education. It provides many avenues to students to who could not be access to world class education. xMOOCs have been experiencing by students since 2012 and courses keep adding every day in many MOOC platforms. However, it was found that not all the courses in MOOC platforms provide student satisfactions and quality. In other words, effectiveness of the courses in MOOCs varies significantly. Many MOOCs fail to meet the user goals. This concerns the MOOC consumers that there is no quality standard followed by the MOOC producers. In this chapter, authors evaluate 20 courses in MOOC platforms by actively participating and experiencing the behaviors. Evaluation is processed using 8 dimensional eLearning framework to explore the quality and readiness on the technology for future. Results expressed that MOOCs need thorough attention in designing so that it meets user goals and be effective to continue keeping the users interest.
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Conference papers on the topic "MOOC courses"

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Lin, Lin. "Research on the universal evaluation method of MOOC courses based on machine learning." In 2025 IEEE 7th International Conference on Communications, Information System and Computer Engineering (CISCE). IEEE, 2025. https://doi.org/10.1109/cisce65916.2025.11065685.

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Mihaescu, Vlad, and Radu Vasiu. "WRAPPING MOOCS - ANALYSIS FROM A TECHNOLOGICAL PERSPECTIVE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-037.

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Started in 2002 as an open course policy (named OCW Open CourseWare) and then developed in a global concept, MOOC is one of the most recent concepts in online education. A MOOC (Massive Open Online Course) is an online course with no limit to its number of participants and open access provided you have internet access. While a MOOC might accommodate enrollment in the thousands, some of these courses enroll far fewer--the "massive" part of the name speaks more to the potential to include vast numbers of students than to the actual size of the class. In the last two years millions of users regis
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Herman, Cosmin, and Anca Mustea. "THE ROMANIAN MOODLE MOOC DEVELOPMENT AND THE USERS' FEEDBACK." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-188.

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An extremely useful advancement in education is represented by the Massive Open Online Courses Platforms. In the last few years a growing number of platforms offer free courses for people around the world. This courses are important for ensuring free access to education to all the people that want to develop their knowledge and competencies, as well as those who would not otherwise be able to have access to education. Most of the courses are thought in English, but other languages are also present: German, Spanish, Italian, Chinese and other. The wide development of Massive Open Online Courses
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Zhou, Xing, Xin Xu, Qiang Fang, Haibin Xie, Xinglong Zhang, and Yujun Zeng. "PERSONAL EXPERIENCES AND SUGGESTIONS FOR CREATING HIGHLY ATTRACTIVE MOOCS ABOUT ARTIFICIAL INTELLIGENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end084.

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"MOOCs have brought many possibilities for both learners and teachers. For learners, they can study from distances and search for courses that fit their professions. For teachers, a MOOC can fully demonstrate his/her research basis, personal charisma and versatile abilities. MOOCs also bring teachers new challenges that may be overlooked in traditional education processes, especially when they are creating highly attractive, high-quality courses. In this paper, we first introduce the information about our courses that each has been attracting more than 10,000 learners at a rapid speed. Then, w
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Lacatus, Maria liana, Camelia Staiculescu, and Corina Cace. "PEDAGOGY ISSUES IN MOOCS. CHALLENGES IN ASSESSMENT IN ONLINE ECONOMICS COURSES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-125.

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Since 2011, when first MOOCs where launched on Internet, the number of online courses and students increased constantly and universities developed their capabilities to offer online education those interested in. In few years, MOOCs became a real phenomenon and faculties had to think how to deal with this phenomenon not only in terms of course design, but also in terms of methods of teaching, and assessment. MOOC pedagogy represents nowadays the most challenging issue of online education together with maintaining students in the program and conducting them to finalize the course. Our paper is
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Narrainen, Gundeea. "When the Massive Open Online Courses, MOOC, become Hybrid at the Open University of Mauritius." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8068.

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With more and more courses being offered online teachers are constantly being asked to change their teaching style. Online courses have taken another turn with the innovation, which are the MOOCs. MOOCs being non-fee paying courses, delivered mostly by recognised universities, course organisation and management was bound to change. With less than 10% successful completion rate for MOOC courses and keeping in mind the Mauritian context, the Open University of Mauritius decided to offer a hybrid MOOC. By hybrid Daniel Peraya suggests blended courses that is online training and face-to-face sessi
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Singh, Gaurav. "Perceived Effectiveness of Videos as e-Content in MOOC." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8414.

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Massive Open Online Courses (MOOCs) have gained momentum in the past decade. MOOCs are becoming popular day by day across the world. One visible difference between traditional teaching-learning and MOOC is in terms of the central position of videos. Video-based content delivery has become the primary medium of instruction in most the MOOCs (Yousef, 2015), supported by e-text, activities, quizzes, and discussion forums. In India, the MOOCs being offered on the SWAYAM platform are mostly video-based. As per SWAYAM guidelines (2016 &amp; 2017), for a four-credit MOOC in SWAYAM, a minimum of 20 ho
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Holotescu, Carmen, Gabriela Grosseck, Vladimir Cretu, and Antoanela Naaji. "INTEGRATING MOOCS IN BLENDED COURSES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-034.

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Integrating MOOCs in Blended Courses Authors: Carmen Holotescu, Gabriela Grosseck Numerous recent studies appreciate that "MOOCs bring an impetus of reform, research and innovation to the Academy" (DBIS, 2013). Even though MOOCs are usually developed and delivered as independent online courses, experiments to wrap formal university courses around existing MOOCs are reported by teachers and researchers in different articles (Bruff et al., 2013). This paper describes a different approach, in which the participation of students in different MOOCs was integrated in a blended course run on a social
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Özdağoğlu, Güzin, Aysun Kapucugil Ikiz, and Merve Gündüz Cüre. "Text analytics on MOOCs. A comprehensive analysis of emotions." In 9th International Conference on Kansei Engineering and Emotion Research (KEER2022). Kansei Engineering and Emotion Research (KEER), 2022. http://dx.doi.org/10.5821/conference-9788419184849.66.

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The value of diversity in education is highly emphasized in recent years, particularly in the wake of the COVID-19 pandemic, by many scholars. Massive open online courses (MOOCs) have aided the evolution of online learning by broadening the range of learning opportunities available. They have gained popularity, especially in higher education by providing unlimited access to lectures and rich learning materials by renowned and respected academics in a wide variety of areas, with no restrictions and at very low fees. Furthermore, learners' motivations for enrolling in a MOOC may vary depending o
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Buhu, Adrian, and Liliana Buhu. "OPEN SOURCE ELEARNING PLATFORMS AND SOFTWARE FOR ONLINE TEXTILE ENGINEERING LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-262.

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Since late 2012, there has been conversation about the overlap between the LMS and MOOC platform markets. While most of the edtech community continues to focus on the major MOOC platforms (e.g.: Coursera and EdX), each of the major LMS makers now has a solution for teaching MOOCs as well. For example, Blackboard's Course Sites has offered "open enrollment" courses since April 2012, the very month Coursera was founded, although the organization's official press didn't mention the acronym "MOOC" until early/mid 2013. Moodle held a MOOC on their LMS MOOC platform called Learn Moodle on September
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Reports on the topic "MOOC courses"

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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in st
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Traxler, John, and Betty Ogange. Policy Brief: Leveraging MOOCs for Teacher Development in Low-Income Countries and Disadvantaged Regions. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3980.

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This policy brief looks at open digital distance learning and the potential of massive open online courses to deliver and support teacher development in low-income countries and disadvantaged regions. It addresses the particular barriers faced by teachers and their communities and proposes options to help overcome their challenges. Recommendations cover areas of local, national and global policy.
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Kim, Yelim. MOOC as a Shared Learning Space: The Evaluation of a Google Certification Program Course and Recommendations for Better Learning Experiences. Iowa State University, 2023. http://dx.doi.org/10.31274/cc-20240624-1024.

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Woods, Mel, Saskia Coulson, Raquel Ajates, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course wer
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Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communic
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OFERECIMENTO DE MOOCS NA ÁREA DE EXTENSÃO POR MEIO DA PARCERIA UNICAMP - COURSERA. NPT Educacional, 2015. http://dx.doi.org/10.17699/workshop.13.9.

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