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1
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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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 cluster courses into groups based on course descriptions. Courses in the same cluster are considered to share similar educational contents. We then propose the CourseRank algorithm based on the information of course skills to recommend and rank courses when students search for or click on a specific course. Our experiments on the dataset from Coursera indicate that our method is able to cluster courses effectively and produce satisfactory ranking results for courses in MOOC platforms.
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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 between all these issues. This paper proposes a conceptual framework for supporting educators in the description and design of MOOCs called the MOOC Canvas. The MOOC Canvas defines eleven interrelated issues that are addressed through a set of questions, offering a visual and understandable guidance for educators during the MOOC design process. As a practical usage example, this paper shows how the MOOC Canvas captures the description and design of a real 9-week MOOC. An analysis of the different elements of the course shed some light on the usage of the MOOC Canvas as a mechanism to address the description and design of MOOCs.
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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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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 and OpenLearning had more active socialinteraction. The findings confirm that the pedagogic features highlightedin each platform were realized in their courses. The implications lie in the flexibility of course developers in delivering MOOCs on the platforms, and the choices of platforms for MOOC learners.
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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 identify the course of their interest. To address these challenges, a novel framework for hybrid MOOC course recommendations is proposed to recommend courses from multiple learning platforms. It uses web scraping techniques to collect course data from various MOOC providers, such as Coursera, Udemy, and edX platforms. With the real time dataset, a deep learning chatbot captures the personalized learning requirements of learners and recommends using a user-user collaborative approach with the valence aware dictionary and sentiment reasoner (VADER) for sentiment analysis. It enhances the accuracy of recommendations with an root-mean-square error (RMSE) value of 0.541.
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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 to identify the course of their interest. To address these challenges, a novel framework for hybrid MOOC course recommendations is proposed to recommend courses from multiple learning platforms. It uses web scraping techniques to collect course data from various MOOC providers, such as Coursera, Udemy, and edX platforms. With the real time dataset, a deep learning chatbot captures the personalized learning requirements of learners and recommends using a user-user collaborative approach with the valence aware dictionary and sentiment reasoner (VADER) for sentiment analysis. It enhances the accuracy of recommendations with an root-mean-square error (RMSE) value of 0.541.
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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 study. Results showed that most of the participants expressed positive attitudes towards learning in the MOOC. They valued the MOOC instructional features and tools and showed strong satisfaction in learning in the MOOCs environment. The empirical findings of the study have contributed to a better understanding of the nature of learning and participation in a MOOC environment from the perspective of undergraduate students. Massive Open Online Courses (MOOCs) have succeeded to create massive attention among educators, researchers, students, media, and stakeholders as elite universities from developed countries formed consortia to offer free courses on various disciplines. MOOC started with the promises to offer free education for all (Kop, Fournier, & Mak, 2011). A few number of commercial start-ups such as Udacity, Edx, Futurelearn and Coursera have been launched in collaboration with leading universities to deliver free courses online for massive participation. Many academic institutions, especially those in North America such as Duke University, Harvard University, MIT, and Stanford University have been offering courses in cooperation with MOOC providers. Big commercial institutions such as Google and Pearson are also planning to contribute to higher education by adopting MOOC instructional format (Yuan, Powell, & CETIS, 2013). While MOOCs are mushrooming in higher education, empirical research in the area is still very limited. Therefore, the present study aims to contribute some effort to this gap by scanning a small group of tertiary level students’ novel experiences with MOOC instructional features. The following part of the study deals with the background of the development of MOOC and its theoretical underpinnings.
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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 course were satisfied with their course experience. The format of the course, the complexity of the material, and how well a student interacted with the instructors were all factors that affected how well they could complete the course. The course’s survey revealed that Thai MOOC learners came from a variety of backgrounds. This demonstrates how crucial course personalization is for enabling self-paced online learning.
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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 with their level of MOOC awareness. It also shows a big correlation between students enrolling well in courses based on their understanding of MOOCs. Moreover, it shows that teachers’ MOOC usages correlate to their teaching years. MOOC utilization has a significant relationship with the students’ ages. Integrating the MOOC into curricula should be promoted by the HEIs, where tailored usage could be encouraged to leverage its potential and address teachers' and college student's unique needs and preferences. The researchers suggested implementing, monitoring, and evaluating the proposed learning enhancement plan.
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Dass, Sheran, Kevin Gary, and James Cunningham. "Predicting Student Dropout in Self-Paced MOOC Course Using Random Forest Model." Information 12, no. 11 (2021): 476. http://dx.doi.org/10.3390/info12110476.
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A significant problem in Massive Open Online Courses (MOOCs) is the high rate of student dropout in these courses. An effective student dropout prediction model of MOOC courses can identify the factors responsible and provide insight on how to initiate interventions to increase student success in a MOOC. Different features and various approaches are available for the prediction of student dropout in MOOC courses. In this paper, the data derived from a self-paced math course, College Algebra and Problem Solving, offered on the MOOC platform Open edX partnering with Arizona State University (ASU) from 2016 to 2020 is considered. This paper presents a model to predict the dropout of students from a MOOC course given a set of features engineered from student daily learning progress. The Random Forest Model technique in Machine Learning (ML) is used in the prediction and is evaluated using validation metrics including accuracy, precision, recall, F1-score, Area Under the Curve (AUC), and Receiver Operating Characteristic (ROC) curve. The model developed can predict the dropout or continuation of students on any given day in the MOOC course with an accuracy of 87.5%, AUC of 94.5%, precision of 88%, recall of 87.5%, and F1-score of 87.5%, respectively. The contributing features and interactions were explained using Shapely values for the prediction of the model.
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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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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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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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Jiang, Peipei, and Xia Hou. "Development and Application of MOOC System for English Intercultural Communication Courses Using Neural Network." Scientific Programming 2022 (July 20, 2022): 1–12. http://dx.doi.org/10.1155/2022/9882113.
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Presently, many researchers are focusing on the English intercultural communication course. However, these courses face serious challenges, such as individual student variances in conventional English cross-cultural teaching, fostering students’ cross-cultural communication abilities, and enhancing teaching quality. These problems need to be solved; therefore, this paper aims to explore the development and application of the Massive open online courses (MOOCs) system in the English cross-cultural communication course based on neural networks. Firstly, the overall function modules of the MOOC system for the English intercultural communication courses are described, with emphasis on the student function module, teacher function module, administrator function module, and system database design of the MOOC system. Second, the MOOC system’s teaching technique in an English intercultural communication course is based on a genetic algorithm, and the MOOC system’s teaching quality index in an English intercultural communication course is chosen using principal component analysis. We conducted several tests to demonstrate that the MOOC system of the English intercultural communication course using the neural network suggested in this work is resilient and may successfully increase teaching quality. The experiment proves that the MOOC system of the English intercultural communication course based on the neural network developed in this paper has efficient results as compared to existing studies. In addition, it can effectively improve the teaching quality and can train students’ intercultural communication skills and their ability to adapt to intercultural communication.
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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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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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Hajeer, Ahmad. "Analyzing the Rhetorical Move Structure of MOOC's Descriptions." Journal of Language and Discourse Practice 2, no. 1 (2021): 55–72. https://doi.org/10.5281/zenodo.11215937.
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AbstractMassive Open Online Courses (MOOCs) provide digital learning opportunities for students worldwide. Most of the MOOC platforms include a course description which plays a critical role in informing potential participants about the course (e.g., requirements and syllabus) and in persuading them to enroll in it. Even though a large number of studies addressed MOOCs, except for Hajeer’s (2020) pilot study, none of them have addressed the rhetorical function of MOOC descriptions. Therefore, this study sets out to reveal the rhetorical move structure of MOOC descriptions. A corpus of 70 MOOC descriptions was compiled from an online MOOC platform called Udemy.com. The outcomes of the rhetorical move structure analysis made it possible to propose a Rhetorical Move Structure (RMS) model for the study of MOOC descriptions and show that MOOC descriptions consist of seven main moves; namely, Presenting Credentials, Introducing the offer, Highlighting Benefits, Incentivizing, Soliciting Action, Defining the Audience and Presenting Proof.Keywords: Genre analysis, Course description, MOOC, Rhetorical Move Structure
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Baikadi, Alok, Carrie Demmans Epp, and Christian D. Schunn. "Participating by activity or by week in MOOCs." Information and Learning Science 119, no. 9/10 (2018): 572–85. http://dx.doi.org/10.1108/ils-04-2018-0033.
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Purpose The purpose of this study was to provide a new characterization of the extent to which learners complete learning activities in massive open online courses (MOOCs), a central challenge in these contexts. Prior explorations of learner interactions with MOOC materials have often described these interactions through stereotypes, which accounts for neither the full spectrum of potential learner activities nor the ways those patterns differ across course designs. Design/methodology/approach To overcome these shortcomings, the authors apply confirmatory and exploratory factor analysis to learner activities within three MOOCs to test different models of participation across courses and populations found within those courses. Findings Courses varied in the extent to which participation was driven by learning activities vs time/topic or a mixture of both, but this was stable across offerings of the same course. Research limitations/implications The results call for a reconceptualization of how different learning activities within a MOOC are designed to work together, to better allow strong learning outcomes even within one activity form or more strongly encourage participation across activities. Originality/value The authors validate new continuous-patterns rather than a discrete-pattern participation model for MOOC learning.
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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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Azevedo, Jose, and Margarida M. Marques. "MOOC Success Factors: Proposal of an Analysis Framework." Journal of Information Technology Education: Innovations in Practice 16 (2017): 233–51. http://dx.doi.org/10.28945/3861.
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Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs.
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Huang, Fangfeifei. "The Impact of MOOCs on Traditional Higher Education Systems." Advances in Education, Humanities and Social Science Research 12, no. 1 (2024): 589. https://doi.org/10.56028/aehssr.12.1.589.2024.
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Since the turn of the twenty-first century, the concept of multiple open and free online teaching courses has steadily increased in popularity. Still the theoretical foundations of these courses predate the digital revolution and may be traced back to the 1960s. The rise of major MOOC carriers like Coursera, Udacity, and edX, along with the participation of prestigious U.S. universities, has offered many free and high-quality online courses since 2007. This led Time magazine to call 2012 the "Year of the MOOC." Researchers globally are analyzing how to promote MOOC development and its future impact on higher education. Students born after 1995 in China, who are increasingly interested in MOOCs, are challenging traditional higher education models. The widespread adoption of MOOCs indicates that China's traditional higher education system may undergo significant changes. MOOCs are defined as online courses designed for unlimited participation and open access via the Internet, including traditional materials and interactive forums. However, uncertainties about MOOCs' future growth and openness have been noted. MOOCs impact traditional higher education concepts by challenging existing philosophies and integrating new teaching methods like flipped classrooms and blended learning. Despite these advancements, traditional education in China faces challenges with outdated MOOC designs and low course completion rates. The study suggests that MOOCs can drive substantial reforms in Chinese higher education, such as updating traditional concepts and enhancing teaching methods. Future research should focus on quantitative evaluations of MOOCs' impacts and incorporate international experiences to advance higher education reforms in China.
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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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Le, Ada, Cho Kin Cheng, and Steve Joordens. "Student Personality Characteristics Differ in MOOCs Versus Blended-Learning University Courses." International Journal of Online Pedagogy and Course Design 8, no. 2 (2018): 16–28. http://dx.doi.org/10.4018/ijopcd.2018040102.
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This article conveys how online technology in education has become increasingly popular, especially blended-learning and Massive Open Online Courses (MOOCs). Although, research to date on blended-learning and MOOCs have revealed various factors that contribute to student success; however, systematic research on the personality characteristics of the learner, and how this could affect course performance remains sparse. This article is based off of the authors survey of students in a MOOC and a blended-learning course in Introductory Psychology about various personality characteristics that they believed could influence course performance. The results indicate that students in the MOOC versus blended-learning course exhibit different personality traits, and that these traits are associated with MOOC but not blended-learning course performance. These findings have important implications for fine tuning online teaching techniques to the personality types of the learners, which could improve course performance.
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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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Rovira-Collado, José, Mónica Ruiz-Bañuls, and Copelia Mateo-Guillen. "An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom." Education Sciences 13, no. 7 (2023): 655. http://dx.doi.org/10.3390/educsci13070655.
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Language MOOCs (L-MOOCs) are the MOOCs (Massive Open Online Courses) that focus on language learning. They may often present several problems in their design and development, such as their feasibility to improve students’ linguistic levels or in their materials’ adequacy and variety. Many of these courses have subsequently become Open Educational Resources (OERs), and their activities can be implemented in different learning situations. Our paper discusses the evaluation of the integration of the L-MOOC titled “Learn academic Spanish” (Aprende español académico) into existing curricula and the validation process carried out to evaluate its validity for the purpose of learning languages. The L-MOOC was developed within the MOOC2move project between 2018–2021 and was designed by the Open University, with the collaboration of the Spanish universities of León and Alicante. The evaluation and validation were carried out in October 2020. In an exceptional hybrid teaching situation, due to the COVID-19 pandemic, the L-MOOC was taken by 345 students from the Faculty of Education of the University of Alicante. The validation of the course consisted of taking the L-MOOC, participating in the forums on the MOOC and completing the questionnaires to improve the materials. In our study, a quantitative analysis was carried out through two questionnaires provided to the students before and after implementing this L-MOOC. The results obtained underlined the effectiveness of this L-MOOC. This course and the materials provided allowed the use of OERs to practice academic Spanish and improve communicative competence of its users.
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Ding, Minhan, and Shixin Liu. "Exploration on the Teaching Mode of Ideological and Political Course in MOOC Environment." MATEC Web of Conferences 267 (2019): 04002. http://dx.doi.org/10.1051/matecconf/201926704002.
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The emergence of MOOC has increased the way for college students to receive curriculum education. Many colleges and universities have established online ideological and political courses (or interdisciplinary politics, ethics, psychology, etc.) on the MOOC platform. Based on the advantages of MOOC and its influence on the teaching mode of ideological and political courses, this paper reasonably applies the existing MOOC resources and combines the actual needs of ideological and political courses to construct the ideological and political course teaching mode under the MOOC environment.
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Han Zhou. "Problems and Optimization Strategies in the Construction of MOOC Quality Courses in Universities under the Perspective of Online Education." Journal of Electrical Systems 20, no. 3 (2024): 1252–58. http://dx.doi.org/10.52783/jes.3531.
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With the widespread popularity of the internet and smart electronic devices in China, the construction of MOOC quality courses in Chinese universities has developed rapidly with significant achievements. However, in the swift advancement of MOOC quality course construction in Chinese universities, some problems have gradually surfaced. This paper takes the “Chinese University MOOC” platform course “Performance and Appreciation of Chinese National Female Soprano Works” as a research case to discuss the existing problems in the construction of MOOC quality courses in Chinese universities. The results indicate that low registration numbers of learners, a student structure dominated by students from the host university, low participation in tests and assignments, and unsatisfactory interactive communication are the main existing problems. The primary causes of these issues include the focus of MOOC quality course construction primarily on students from the host university, neglecting social learners; an emphasis on construction over management, neglecting the organization and management of the teaching process; and excessive reliance on the MOOC platform for course promotion. Based on this, optimization suggestions are proposed, mainly to enhance the integration of MOOC course content, strengthen the organization and management of the MOOC course teaching process, innovate MOOC teaching models combining online and offline methods, and promote MOOC courses through multiple pathways and channels.
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Milligan, Colin, Allison Littlejohn, and Obiageli Ukadike. "Professional Learning through Massive Open Online Courses." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 368–71. http://dx.doi.org/10.54337/nlc.v9.9014.
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This study explores the role of Massive Open Online Courses (MOOCs) in supporting and enabling professional learning, or learning for work. The research examines how professionals self-regulate their learning in MOOCs. The study is informed by contemporary theories of professional learning, that argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning generally have not taken advantage of the affordances of social, semantic technologies to support self-regulated learning. MOOCs present a potentially useful approach to professional learning that may be designed to encourage self-regulated learning. The study is contextualised within ‘Fundamentals of clinical trials', a MOOC for health professionals designed and run by the Harvard Medical School, Harvard School of Public Health, and Harvard Catalyst, the Harvard Clinical and Translational Science Center, and offered by edX. The research design builds on the authors' previous studies in the areas of Technology Enhanced Learning and Professional Learning and in particular, research which explored the learning behaviours of education professionals in the Change 11 MOOC. The previous studies demonstrated a link between individual learners SRL profile and their goal setting behaviour in the Change 11 MOOC as well as uncovering other factors which influenced their engagement with the MOOC environment. The present study extends the original study by further focusing on specific aspects of self-regulation identified by the Change11 studies and our parallel studies of self-regulated learning in knowledge workers. The analysis of learner behaviour in the Fundamentals of Clinical Trials is complemented by additional exploration of the design considerations of the MOOC, to determine the extent to which course design can support or inhibit self-regulation of learning. The study poses three research questions: How are Massive Open Online Courses currently designed to support self-regulated learning? What self-regulated learning strategies and behaviours do professionals adopt? and How can MOOCs be designed to encourage professionals to self-regulate their learning? Validated methods and instruments from the original study will be adapted and employed. The research is unique in providing evidence around two critical aspects of MOOCs that are not well understood: the skills and dispositions necessary for self-regulated learning in MOOC environments, and how MOOCs can be designed to encourage the development and emergence of SRL behaviours.
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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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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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von Schmieden, Karen, Lena Mayer, Mana Taheri, and Christoph Meinel. "Iterative Course Design in MOOCs: Evaluating a ProtoMOOC." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 539–48. http://dx.doi.org/10.1017/dsi.2019.58.
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AbstractThis paper describes an iterative approach to course design in an effort to improve the learner-centered conceptualization of Massive Open Online Courses (MOOCs). The research team built a (design research) MOOC prototype and used three measurement tools to gather user feedback. The authors categorized this feedback and translated it into 57 improvement tasks, which they implemented in the public version of the MOOC. They discuss the protoMOOC iteration approach, underline its applicability, and suggest it as a method for fellow MOOC designers.
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Sarré, Cédric, Poppy Skarli, and Anna Turula. "The pedagogy of languages for specific purposes: Developing key professional competences through a massive open online course for language teachers." Inovacije u nastavi 34, no. 4 (2021): 13–35. http://dx.doi.org/10.5937/inovacije2104013s.
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Although MOOCs dedicated to the teaching and learning of languages - Language MOOCs known as LMOOCs in the published literature - have gained popularity since 2008, this is not the case for language teacher education courses which are still rarely delivered in the form of MOOCs. Unsurprisingly, very little is therefore known about the effectiveness of such courses for Continuing Professional Development (CPD) and initial language teacher education. To fill this gap, a study was carried out based on a MOOC addressing the needs of current and prospective teachers of languages for specific purposes, which was designed by the consortium of the Erasmus+-funded CATAPULT project in 2019, and which has been run three times since its launch. The present study aims to probe the reactions of participants on the MOOC in terms of its usefulness and how it matched their reasons for joining. It is based on post-course surveys administered to course participants (n=50) as well as on feedback provided by instructors and on focus-group interviews with Teaching Assistants (n=4), whose role was to support instructors in providing feedback and comments in the third iteration of the course. Data analysis shows that if course participants' overall satisfaction has grown steadily between season 1 and season 3 of the course, it is partly because their initial objectives have been revised along the way. We also show that, from a MOOC designer's perspective, a combination of the xMOOC and cMOOC models seems to be relevant for any language teacher education MOOC and that creative solutions exist to address the issue of sufficient instructor presence in such online courses, however open and massive they may be.
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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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Adetayo, Adebowale. "Learning Cataloguing and Classification: Is It on Popular Massive Open Online Courses (MOOC) Platforms?" International Journal of Librarianship 8, no. 3 (2023): 103–10. http://dx.doi.org/10.23974/ijol.2023.vol8.3.286.
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The paper explores if cataloguing and classification (CAT/CLASS) can be learnt on popular MOOC platforms and what can be done if nonexistent. Different MOOC platforms were explored with a concentration on EdX and Coursera. Literature on MOOCs was examined, and findings were reported. It was observed that some library science courses are available on MOOC platforms. However, no CAT/CLASS courses are available on EdX or Coursera. The majority of their library science courses did not cover the technical service aspects of librarianship. As a result, recommendations were made on how library stakeholders can play proactive roles in introducing CAT/CLASS to MOOC platforms. This is one of the first papers to examine the subject of CAT/CLASS on MOOC platforms.
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Vadillo, Guadalupe, and Jackeline Bucio. "Un MOOC, muchos MOOC: diseño multinivel en cursos masivos del área de la salud." Investigación en Educación Médica 7, no. 26 (2018): 92–98. http://dx.doi.org/10.22201/facmed.2007865x.2018.26.03.
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Vadillo, Guadalupe, and Jackeline Bucio. "Un MOOC, muchos MOOC: diseño multinivel en cursos masivos del área de la salud." Investigación en Educación Médica, no. 26 (April 1, 2018): 92–98. http://dx.doi.org/10.22201/facmed.2007865xe.2018.26.1896.
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Shin, Areum, and Hae-Deok Song. "The Effects of Basic Psychological Needs, Task–Technology Fit, and Student Engagement on MOOC Learners’ Continuance Intention to Use." Human Behavior and Emerging Technologies 2022 (September 22, 2022): 1–12. http://dx.doi.org/10.1155/2022/6444509.
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Massive open online courses (MOOCs) continue to remain in the spotlight as a promising future education environment. However, more than 80% of learners stop learning before attending one-third of the course. Despite a continuous spread of MOOC and high dropout rate, little has examined the antecedent factors that influence student engagement in technology enhanced MOOC learning environment from the Job Demand-Resources (JD-R) model. The purpose of this study was to empirically identify the effects of individuals’ basic psychological needs and the task–technology fit on MOOC learners’ continuance intention to use, as well as the mediating effect of student engagement in MOOCs. Based on survey data from 201 Korean-MOOC learners, structural equation modeling was employed to assess the model. The findings are as follows: The basic psychological needs in MOOCs did not directly affect continuance intention to use, but did affect student engagement; the task–technology fit of MOOCs directly affected continuance intention to use and student engagement; and student engagement in MOOCs mediated between the basic psychological needs and task–technology fit, and continuance intention to use. It directly affected continuance intention to use. Implications were suggested for designing courses in MOOCs to increase student engagement for continuance intention to use.
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Shaikh, Mohammed Suhail, Rishabh Nair, Mohammed Zafar Shaikh, Asmatara Shaikh, and Ujwala Ravale. "Machine Learning based MOOC Course Recommendation System." International Journal of Science and Social Science Research 1, no. 3 (2023): 260–64. https://doi.org/10.5281/zenodo.13623168.
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The use of Massive Open Online Courses (MOOCs) by students to advance their knowledge and abilities has grown in popularity in the modern world. Students may find it challenging to select the best course for their needs due to the variety of online learning platforms and courses. In this project, we suggest a mechanism for recommending Mooc courses that will assist students in finding the most appropriate course for a certain subject. According to user reviews, the algorithm will trawl through different online learning sites and choose courses. To help students choose the best courses, the recommendation system will take into account variables including subject, level of difficulty, course length, and course rating. Students can save time and effort in looking for the appropriate information by utilizing this approach. The suggested system may be a useful resource for helping students choose top-notch courses that fit their learning goals.
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Berestova, Anna, Larisa Kondratenko, Liudmila Lobuteva, Alisa Lobuteva, and Iza Berechikidze. "MOOC As an Enabler for Achieving Professional Competence: Problem-Solving Aspect." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (2021): 4. http://dx.doi.org/10.3991/ijet.v16i02.18737.
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The prerequisites for this research included the rapid development and constant modernization of massive open online courses (MOOCs) and their dissemination in higher education, in particular, in the preparation of medical practitioners of various specialties. The present investigation was conducted among two groups of students of I.M. Sechenov First Moscow State Medical University (experimental and control, 48 and 46 people respectively). For the control group, a standard MOOC with a training design characteristic of the vast majority of similar courses was proposed. The experimental group took the MOOC with additional learning strategies. Results showed the introduction of collaborative learning and decision-making assignments in e-education could overcome the challenges of MOOCs or at least significantly reduce their negative impact on the learning process. The share of experimental group participants who completed the training course and passed all the tests was 78.26%, while in the control group, their part was only 39.58%. The study findings can be widely applied when designing new MOOC curricula or improving the existing courses.
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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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Li, Hongbo, Huilin Gu, Wei Chen, and Qingkang Zhu. "Improving Massive Open Online Course Quality in Higher Education by Addressing Student Needs Using Quality Function Deployment." Sustainability 15, no. 22 (2023): 15678. http://dx.doi.org/10.3390/su152215678.
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Massive Open Online Courses (MOOCs) are playing an increasingly important role in higher education. However, some MOOCs still suffer from low quality, which hinders the sustainable development of higher education. Course characteristics reflect students’ needs for online learning and have a significant impact on the quality of MOOCs. In the course improvement process, existing research has neither improved the MOOC quality from the perspective of student needs nor has it considered resource constraints. Therefore, to deal with this situation, we propose a student-needs-driven MOOC quality improvement framework. In this framework, we first map students’ differentiated needs for MOOCs into quality characteristics based on quality function deployment (QFD). Then, we formulate a mixed-integer linear programming model to produce MOOC quality improvement policies. The effectiveness of the proposed framework is verified by real-world data from China’s higher education MOOCs. We also investigate the impacts of budget, cost, and student needs on student satisfaction. Our results revealed that to significantly improve student satisfaction, the course budget needs to be increased by a small amount or the course cost needs to be greatly reduced. Our research provides an effective decision-making reference for MOOC educators to improve course quality.
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Ruipérez-Valiente, José A., Sergio Martin, Justin Reich, and Manuel Castro. "The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs." Sustainability 12, no. 18 (2020): 7346. http://dx.doi.org/10.3390/su12187346.
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Massive Open Online Courses (MOOCs) came into the educational ecosystem attracting the attention of the public media, businesses, teachers, and learners from all over the world. The original courses were completely open and free, targeting the worldwide population. However, current MOOC providers have pivoted towards more private directions, and we often find that MOOC materials are completely closed within their hosting platforms and cannot be retrieved from them by their learners. This diminishes the potential of MOOCs by making content available to a small proportion of learners and severely limits the reusability of the educational resources. In this paper, we present a process that we call ‘unMOOCing’, in which we transform the resources of a MOOC into OERs. We taught a MOOC on Open Education in the UNED Abierta platform, and we ‘unMOOCed’ all of its educational resources, making them available to download by the learners that are taking the course. The results of the unMOOCing were very encouraging: the possibility of downloading the course resources was the most highly rated component of the course. Additionally, the two unMOOCed materials that were considered as most useful (presentations and contents in a PDF) were downloaded by 90% of the learners. Now that the majority of MOOC providers are moving towards a more closed educational approach, we believe that this paper sends a powerful message for bringing back the original MOOC concept of ‘Openness’ with the unMOOCing process, thus contributing to the wider dissemination and democratization of education across the globe.
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Zhang, Mingxi, Wei He, Dini Xu, and Yuqing Su. "Semantic Similarity Analysis for Courses in MOOC." International Journal of Science and Research (IJSR) 11, no. 2 (2022): 946–50. http://dx.doi.org/10.21275/sr22223121508.
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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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Rathee, Neeru, and Jai Devi. "Insights from a New Angle on Massive Open Online Courses." Innovation The Research Concept 9, no. 1 (2024): E73—E89. https://doi.org/10.5281/zenodo.10820806.
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This paper has been published in Peer-reviewed International Journal "Innovation The Research Concept" URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=8587 Publisher : Social Research Foundation, Kanpur (SRF International) Abstract : After the pandemic scenario, Massive Open Online Courses (MOOCs) are now common knowledge in the eLearning community. Even while MOOCs are increasingly a necessary tool for gaining access to knowledge, they nonetheless face difficulties and limitations. This research aims to give genuine information to parents, teachers, and policymakers to help them reflect on the various factors that made MOOCs a successful tool for teaching millions of students.Numerous studies have examined the causes of MOOC success and failure, as well as their challenges and prospects from the perspectives of students and providers. After reviewing these studies, the researchers offer a wider range of viewpoints on MOOCs, including andragogical, pedagogical, technical, learning sustainability, evaluation of potential use in the development and integration of MOOCs, and MOOC providers and their strategies. It is hoped that having a thorough understanding of each of these perspectives will be helpful for all the MOOC providers, educators, policy makers and holders to establish a successful MOOC in such a way that could be according to all desirable needs.
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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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Joseph, Jacqueline. "Evaluating the effectiveness of MOOCs in developing agribusiness pitching skills: a study of agropreneurship diploma students." International Journal on e-Learning and Higher Education 20, no. 1 (2025): 59–71. https://doi.org/10.24191/ijelhe.v20n1.2013.
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This study explores the effectiveness of Massive Open Online Courses (MOOCs) in developing pitching skills for agribusiness students. Pitching skills are critical for agropreneurship students as they seek to secure funding, partnerships, and market access. The study focuses on 27 fourth-semester diploma students in agropreneurship who completed a 4-week MOOC designed to improve business pitching. A mixed-methods approach was used, including pre-and post-course assessments to measure changes in students’ confidence and skill comprehension and focus group discussions to gather detailed feedback. Quantitative findings show a significant increase in confidence and understanding of crucial pitching concepts following the course. Qualitative feedback highlights that students valued the accessibility and flexibility of the MOOC but expressed a need for more interactive exercises to better develop practical pitching skills. The study suggests that MOOCs can effectively support specific skill-building in agropreneurship but should incorporate hands-on elements to enhance real-world application. These results offer insights into the role of online courses in niche skill development and provide recommendations for future MOOC design in agribusiness education.
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Al-Zoubi, A. Y., and Mamoun Aldmour. "Refining the Process of Credit Transfer of MOOCs with the Utilization of ChatGPT and Blockchain." International Journal of Emerging Technologies in Learning (iJET) 18, no. 18 (2023): 23–34. http://dx.doi.org/10.3991/ijet.v18i18.43089.
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Transferring credits between universities worldwide is challenging and time consuming, and usually follows strict and complicated administrative guidelines. Students may encounter severe difficulties during such a process, primarily if they rely on those credits to transfer to another school or graduate on time. Universities may also find it challenging to compare massive online open courses (MOOCs) to courses offered in their traditional programs due to the need for more uniformity in course content and academic rigor. Administrators and professors may struggle to determine whether students have acquired the knowledge and skills necessary for credit transfer through the MOOC. The power of ChatGPT (Generative Pre-trained Transformer) may be employed in identifying and matching courses to MOOCs. At the same time, blockchain technology may provide a speedy and smooth process for credit transfer. A pilot structure that enables students to sign up for an MOOC and determine course equivalency without the challenges typically connected with credit-transfer issues or the recognition of courses taught outside their university is presented, piloted, and tested, significantly impacting the entire credit-transfer process.
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Silva, Júlia Marques Carvalho da, Gabriela Hahn Pedroso, Augusto Basso Veber, and Úrsula Gomes Rosa Maruyama. "Learner Engagement and Demographic Influences in Brazilian Massive Open Online Courses: Aprenda Mais Platform Case Study." Analytics 3, no. 2 (2024): 178–93. http://dx.doi.org/10.3390/analytics3020010.
Full textAbstract:
This paper explores the dynamics of student engagement and demographic influences in Massive Open Online Courses (MOOCs). The study analyzes multiple facets of Brazilian MOOC participation, including re-enrollment patterns, course completion rates, and the impact of demographic characteristics on learning outcomes. Using survey data and statistical analyses from the public Aprenda Mais Platform, this study reveals that MOOC learners exhibit a strong tendency toward continuous learning, with a majority re-enrolling in subsequent courses within a short timeframe. The average completion rate across courses is around 42.14%, with learners maintaining consistent academic performance. Demographic factors, notably, race/color and disability, are found to influence enrollment and completion rates, underscoring the importance of inclusive educational practices. Geographical location impacts students’ decision to enroll in and complete courses, highlighting the necessity for region-specific educational strategies. The research concludes that a diverse array of factors, including content interest, personal motivation, and demographic attributes, shape student engagement in MOOCs. These insights are vital for educators and course designers in creating effective, inclusive, and engaging online learning experiences.