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Journal articles on the topic 'MOOC systems'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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 i

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Khalid, Asra, Karsten Lundqvist, and Anne Yates. "Recommender Systems for MOOCs: A Systematic Literature Survey (January 1, 2012 – July 12, 2019)." International Review of Research in Open and Distributed Learning 21, no. 4 (2020): 255–91. http://dx.doi.org/10.19173/irrodl.v21i4.4643.

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In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative a

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Kim, Woomee L., Jered Borup, Joan Kang Shin, and Anna S. Evmenova. "Enhancing Global Teacher Professional Development Through MOOC Camps: Case Studies From Brazil, Vietnam, and Peru." Journal of Technology and Teacher Education 31, no. 2 (2023): 137–65. https://doi.org/10.70725/781801sriviz.

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Massive Open Online Courses (MOOCs) can provide important professional learning opportunities for teachers throughout the world. Despite high enrollment rates, learner engagement in MOOCs has been generally low, as reflected in their low completion rates. This is in part due to a combination of high flexibility and limited support and accountability that MOOCs commonly offer. New support systems such blended MOOCs (bMOOCs) allow participants to attend in-person sessions, commonly called MOOC camps, that have the potential to increase learner engagement. MOOC camps can also help teachers to sit

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Fianu, Eli, Craig Blewett, and George Oppong Ampong. "Toward the development of a model of student usage of MOOCs." Education + Training 62, no. 5 (2020): 521–41. http://dx.doi.org/10.1108/et-11-2019-0262.

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PurposeThe study seeks to investigate the factors that influence MOOC usage by students in tertiary institutes in Ghana.Design/methodology/approachAs this study sought both to test existing UTAUT variables and potentially identify additional variables impacting MOOC usage, a mixed method approach was used. The quantitative study was used to test the significance of UTAUT variables on MOOC usage while the qualitative study was conducted to validate the quantitative results and potentially determine additional factors impacting MOOC usage.FindingsThe results of the quantitative data analysis sho

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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

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Assami, Sara, Najima Daoudi, and Rachida Ajhoun. "Implementation of a Machine Learning-Based MOOC Recommender System Using Learner Motivation Prediction." International Journal of Engineering Pedagogy (iJEP) 12, no. 5 (2022): 68–85. http://dx.doi.org/10.3991/ijep.v12i5.30523.

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The phenomenon of high dropout rates has been the concern of MOOC providers and educators since the emergence of this disruptive technology in online learning. This led to the focus on learner motivation studies from different aspects: demotivation signs detection, learning path personalization, course recommendation, etc. Our paper aims to predict learner motivation for MOOCs to select the right MOOC for the right learner. So, we predict the motivation in an educational data mining approach by extracting and preprocessing learners' navigation traces on a MOOC platform and building a machine l

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Chen, Chia-Chen, Chun-Hsiung Lee, and Kuo-Lun Hsiao. "Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan." Library Hi Tech 36, no. 4 (2018): 705–19. http://dx.doi.org/10.1108/lht-11-2016-0129.

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Purpose Massive open online courses (MOOCs) differ from non-MOOC e-learning platforms mainly in terms of degree of openness, with MOOCs designed to maximize learner access and interaction. The purpose of this paper is to propose a new research model to explore intention to continue to use MOOCs from the perspectives of openness and interactivity, based on related theories and dimensions from previous research. Design/methodology/approach In order to evaluate the effectiveness of the MOOC platform, two online survey questionnaires were developed and e-mailed to the all of the university student

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R. Drake, John, Margaret T. O'Hara, and Elaine Seeman. "Five Principles for MOOC Design: With a Case Study." Journal of Information Technology Education: Innovations in Practice 14 (2015): 125–43. http://dx.doi.org/10.28945/2250.

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New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decis

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Sawant, Sarika. "Non library oriented MOOCs useful for LIS professionals and students." Library Hi Tech News 34, no. 9 (2017): 19–20. http://dx.doi.org/10.1108/lhtn-05-2017-0032.

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Purpose The purpose of this paper is to compile a list of non-library and information science (LIS) massive open online courses (MOOCs) useful for LIS professionals and students. Design/methodology/approach Major MOOC platforms were scanned to check which are useful MOOCs that LIS professionals can take up. Findings Around 12 different courses were identified by the researcher in various fields such as management, technology, marketing and research. Research limitations/implications Only three MOOC platforms were consulted. Originality/value The paper gives an overview of MOOCs other than the

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Cervinska, Elina, Andra Blumberga, Antra Kalnbaļķite, and Jelena Pubule. "Development of Massive Online Open Course ‘Energy Transition and Climate Change’." Environmental and Climate Technologies 26, no. 1 (2022): 1106–17. http://dx.doi.org/10.2478/rtuect-2022-0083.

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Abstract This study focuses on designing a massive open online course (MOOC) to enhance students learning about the energy transition process and its connection to climate change in theory and complex dynamic systems. The course ‘Energy transition and climate change’ covers one of the United Nations’ ‘Sustainable development goals’ and is one of twelve MOOCs that will enable a comprehensive education in system thinking and its applications. It shows how system thinking methods and tools can be applied to tackle current and future energy and climate problems. The goal of the MOOC is to introduc

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Sang, Hongfeng, Liyi Ma, and Nan Ma. "Analysis of the Current Situation of Big Data MOOCs in the Intelligent Era Based on the Perspective of Improving the Mental Health of College Students." Information 14, no. 9 (2023): 511. http://dx.doi.org/10.3390/info14090511.

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A three-dimensional MOOC analysis framework was developed, focusing on platform design, organizational mechanisms, and course construction. This framework aims to investigate the current situation of big data MOOCs in the intelligent era, particularly from the perspective of improving the mental health of college students; moreover, the framework summarizes the construction experience and areas for improvement. The construction of 525 big data courses on 16 MOOC platforms is compared and analyzed from three aspects: the platform (including platform construction, resource quantity, and resource

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Huang, Peng, and Henry C. Lucas. "Early Exploration of MOOCs in the U.S. Higher Education: An Absorptive Capacity Perspective." ACM Transactions on Management Information Systems 12, no. 3 (2021): 1–28. http://dx.doi.org/10.1145/3456295.

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Advanced information technologies have enabled Massive Open Online Courses (MOOCs) , which have the potential to transform higher education around the world. Why are some institutions eager to embrace this technology-enabled model of teaching, while others remain reluctant to jump aboard? Applying the theory of absorptive capacity, we study the role of a university's educational IT capabilities in becoming an early MOOC producer. Examining the history of MOOC offerings by U.S. colleges and universities, we find that prior IT capabilities, such as (1) the use of Web 2.0, social media and other

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Ramesh, Y. V., and S. Shanmukh Rao. "MOOC Data Analytics through Text Mining-An Innovative Approach to Learning Improvement." International Journal for Research in Applied Science and Engineering Technology 11, no. 6 (2023): 4802–6. http://dx.doi.org/10.22214/ijraset.2023.54508.

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Abstract: The COVID-19 pandemic has brought about significant changes in the perception of education, with Massive Open Online Course (MOOC) providers like Coursera witnessing a surge in millions of new user registrations on their platforms. However, despite the prevalence of online review systems in various industries, the MOOC ecosystem lacks a standardized or fully decentralized review system. We believe that there is an opportunity to utilize existing open MOOC reviews to create userfriendly and transparent reviewing systems, enabling learners to easily identify the top courses available.

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Tandel, Ayushi, and Vasundhara Uchhula. "A Survey on Recommendation Systems in E-learning." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 3 (2019): 01–07. https://doi.org/10.5281/zenodo.2592528.

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Currently new innovations and with rapid development of Internet, access to data have been made simpler, this gives raise to new difficulties to utilise educational resources. Gone are the days when conventional method of teaching was the only way where students could learn and practice. In current scenario, learning through MOOC’s is on a rising trend. Massive Online Open Courses (MOOCs) sites, for example, EdX, Coursera and Udacity, are picking up force. In regards to this, students are able to learn through various online educational resources provided by different MOOC’s platfo

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Ma, Long, and Chei Sian Lee. "Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters." Online Information Review 44, no. 3 (2020): 671–84. http://dx.doi.org/10.1108/oir-06-2019-0203.

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PurposeDespite the advantages of MOOCs (Massive Online Open Courses), the adoption rate is still low, especially in less developed countries. The present study aims to investigate the drivers and barriers faced by adopters and non-adopters of MOOCs, and examine how these factors influence the intention of MOOC adoption.Design/methodology/approachA survey questionnaire was developed to measure how the identified factors may impact adopters and non-adopters' intention of using MOOCs. Through both offline and online channels, 1018 valid questionnaires were collected in China. Multiple regression

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Siegle, Robert F., Rod D. Roscoe, Noah L. Schroeder, and Scotty D. Craig. "Immersive Learning Environments at Scale: Constraints and Opportunities." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (2020): 1165–69. http://dx.doi.org/10.1177/1071181320641278.

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The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOO

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Sebbeq, Hanane, and Nour-eddine El Faddouli. "Towards Quality Assurance in MOOCs: A Comprehensive Review and Micro-Level Framework." International Review of Research in Open and Distributed Learning 25, no. 1 (2024): 1–23. http://dx.doi.org/10.19173/irrodl.v25i1.7544.

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MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill this gap by carrying out a systematic review of the existing literature on MOOC quality and proposing a specific quality assurance framework at a micro level. The methodology employed in this research consisted of a careful analysis of MOOC success fa

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Adham, Raniah Samir, and Karsten Oster Lundqvist. "MOOCS As A Method Of Distance Education In The Arab World – A Review Paper." European Journal of Open, Distance and E-Learning 18, no. 1 (2015): 123–38. http://dx.doi.org/10.1515/eurodl-2015-0009.

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Abstract Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the mai

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JI, Zhenhua. "Application and Empirical Investigation of New MOOC Teaching System in Computer Application Course." International Journal of Emerging Technologies in Learning (iJET) 11, no. 05 (2016): 62. http://dx.doi.org/10.3991/ijet.v11i05.5696.

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this paper summarized the characteristics of the traditional computer teaching, through analysis, it pointed out the deficiencies of the traditional computer teaching in the process. This paper introduced MOOC(massive open online teaching), explained its merits in teaching with details. Taking computer application course in vocational college as experimental subject, study on effect of multimedia MOOC teaching system on the course were conducted. Study shows that multimedia MOOC teaching systems can greatly improve students ' enthusiasm for computer learning, it can improve students ' learning

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Dinh, Cao Tuong, and Hoang-yen Phuong. "TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS: A CASE STUDY IN VIETNAM." Turkish Online Journal of Distance Education 26, no. 1 (2025): 101–21. https://doi.org/10.17718/tojde.1440472.

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Self-regulated learning (SRL) has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRLfocused training impacts students’ academic experiences. This study seeks to address this gap by examining SRL interventions within Massive Open Online Courses (MOOCs). Using a quasi-experimental design, the research involves both control and experimental groups. SRL strategy questionnaires and learner selfevaluations for speaking skills were administered before and after the training.

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Beloglazov, Alexander A., Lilia B. Beloglazova, Igor M. Malkov, et al. "Possibilities of telecommunicational training and information system and MOOC in comprehensive solution of tasks of teaching foreign students in Russian universities." RUDN Journal of Informatization in Education 17, no. 1 (2020): 26–35. http://dx.doi.org/10.22363/2312-8631-2020-17-1-26-35.

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Problem and goal. The article actualizes the problem of integrating the capabilities of a massive open online course (MOOC) and a telecommunicational training and information system (TUIS) of the university, taking into account the identification of opportunities for this integration for a comprehensive solution of the problems of teaching foreign students at the university. Methodology. One of the most effective solutions in the framework of the considered prospects for the development of a modern university is the integration of MOOC and TUIS systems. Results. The possibilities of innovative

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Singh, Anuj Kumar, Sandeep Kumar, Shashi Bhushan, Pramod Kumar, and Arun Vashishtha. "A Proportional Sentiment Analysis of MOOCs Course Reviews Using Supervised Learning Algorithms." Ingénierie des systèmes d information 26, no. 5 (2021): 501–6. http://dx.doi.org/10.18280/isi.260510.

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When anyone is looking to enroll for a freely available online course so the first and famous name comes in front of the searcher is MOOC courses. So here in this article our focus is to collect the comments by enrolled users for the specified MOOC course and apply sentiment analysis over that data. The significance of our article is to introduce a proficient sentiment analysis algorithm with high perceptive execution in MOOC courses, by seeking after the standards of gathering various supervised learning methods where the performance of various supervised machine learning algorithms in perfor

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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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Czerniewicz, Laura, Michael Glover, Andrew Deacon, and Sukaina Walji. "MOOCs, openness and changing educator practices." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 287–94. http://dx.doi.org/10.54337/nlc.v10.8880.

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The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness' change (Beetham et al 2012, p 3). We are interested in how educators engage with open education resources (OER) and openness as part of developing open online courses, and how this informs their practices and attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive open educational practices. Our research question

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Uddin, Imran, Ali Shariq Imran, Khan Muhammad, Nosheen Fayyaz, and Muhammad Sajjad. "A Systematic Mapping Review on MOOC Recommender Systems." IEEE Access 9 (2021): 118379–405. http://dx.doi.org/10.1109/access.2021.3101039.

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Lei, Zhongcheng, Hong Zhou, and Wenshan Hu. "Combining MOOL with MOOC to Promote Control Engineering Education: Experience with NCSLab." IFAC-PapersOnLine 52, no. 9 (2019): 236–41. http://dx.doi.org/10.1016/j.ifacol.2019.08.207.

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Salzmann, Christophe, Yves Piguet, and Denis Gillet. "New Tools for MOOC/MOOL to Sustain Continuity of Experimentation in Control." IFAC-PapersOnLine 52, no. 9 (2019): 254–59. http://dx.doi.org/10.1016/j.ifacol.2019.08.217.

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Tan, Qijia, Xuechao Yan, Zhaohui Qin, and Berlin Fang. "Study on MOOC’s English Learning Mode Based on Pattern Recognition." Wireless Communications and Mobile Computing 2022 (February 12, 2022): 1–7. http://dx.doi.org/10.1155/2022/4814658.

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The rapid development of the Internet has accelerated the reform of educational methods, with a trend toward flexible and open lifelong education systems. However, the traditional classroom learning mode cannot meet the needs of all students. This research adopted a descriptive and analytical approach. A quantitative survey was used to collect the necessary data. 218 undergraduates from Three Gorges University participated in survey questionnaire on the MOOC learning mode. Based on the MOOC platform, the current study tries to investigate the MOOC’s learning effect and the MOOC English learnin

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

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

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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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Rahayu, Nur W., Agung Nugroho Adi, Ridi Ferdiana, and Sri Suning Kusumawardani. "NONLINEAR LEARNING PATH: A SYSTEMATIC REVIEW." Turkish Online Journal of Distance Education 25, no. 4 (2024): 143–61. http://dx.doi.org/10.17718/tojde.1349356.

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Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlin

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

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

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

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

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Hu, Xiao, Helmi Norman, and Norazah Nordin. "Integrating digital well-being into MOOCs: A ten-year review of trends in China's higher education." Yugoslav Journal of Operations Research, no. 00 (2024): 56. https://doi.org/10.2298/yjor240815056h.

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Digital well-being serves as a crucial indicator of the quality and effectiveness of education across countries worldwide. In this context, the rising prominence of Massive Open Online Courses (MOOC) within China's higher education sector warrants further investigation; however, there is a paucity of studies examining how digital well-being contributes to the evolution of MOOC, with limited empirical support available. To address this gap, this study employs literature retrieval and analysis methods, selecting 20 journal articles to offer a comprehensive perspective on the development of MOOC

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Kim, Sora. "A Study on the Learning Experiences and Perceived Meanings of K-MOOC among Adult Learners in Higher Education." K Association of Education Research 10, no. 2 (2025): 423–44. https://doi.org/10.48033/jss.10.2.20.

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This study aims to analyze the learning experiences and perceived meanings of K-MOOC (Korea Massive Open Online Course) among adult learners in higher education. A qualitative research approach was adopted, incorporating a literature review and in-depth interviews. K-MOOC is an online platform that provides diverse educational content to support self-directed learning through digital technologies. In-depth interviews were conducted with seven adult learners who had prior experience with K-MOOC courses. The findings revealed the following: First, in terms of learning outcomes and experiences, p

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Büchner, Celia, Laura Fleischer, Christa Womser-Hacker, and Stefan Dreisiebner. "Kulturelle Adaption eines multilingualen MOOC." Information - Wissenschaft & Praxis 72, no. 2-3 (2021): 101–12. http://dx.doi.org/10.1515/iwp-2020-2136.

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Zusammenfassung Multikulturelle Zielgruppen sind eine Herausforderung bei der Gestaltung eines Massive Open Online Course (MOOC). Bei dem Untersuchungsgegenstand handelt es sich um ein mehrsprachiges Lernsystem zur Vermittlung von Informationskompetenz, dem Information Literacy Online (ILO) MOOC, das im Rahmen eines Erasmus+-Projekts entwickelt wurde. Durch das Verständnis des Zusammenhangs von Kultur und Lernen (genauer E-Learning) und der Anwendung einer mehrstufigen Methode werden kulturelle Besonderheiten aufgedeckt, bewertet und evaluiert, um Adaptionsmaßnahmen festlegen zu können. Die Ev

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Zhao, Zhonglin. "AI-Driven Learning-Style Detection for Personalized MOOC Content Delivery in Lifelong Learning." International Journal of Education and Social Development 3, no. 1 (2025): 110–16. https://doi.org/10.54097/7d530x88.

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To investigate how artificial intelligence (AI) techniques detect learners’ individual learning styles and enable customized content delivery in Massive Open Online Courses (MOOCs) for lifelong learners. This review synthesizes findings from peer-reviewed studies on AI-driven personalization in MOOCs covering adopted methods, empirical results and gaps. The review shows that AI algorithms (e.g., neural networks, decision trees, clustering) can automatically identify learning style preferences by analyzing learners’ online interactions, often with high accuracy (frequently above 90%). Incorpora

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Alyoussef, Ibrahim Youssef. "The Impact of Massive Open Online Courses (MOOCs) on Knowledge Management Using Integrated Innovation Diffusion Theory and the Technology Acceptance Model." Education Sciences 13, no. 6 (2023): 531. http://dx.doi.org/10.3390/educsci13060531.

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MOOCs have grown in popularity in universities, but the agents that influence users’ acceptance of MOOCs are little understood. The large and open nature of MOOCs puts the student in charge of their own learning. As a result, it is critical to comprehend learner behavior. The research is conceptually founded on the innovation diffusion theory (IDT), as well as knowledge management (KM) and the technological adoption paradigm (TAM). In theory, eight separate factors were discovered as contributing to perceived usefulness, as well as perceived ease of use toward attitude toward utilizing MOOC sy

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Khin, Thandar Aung, Noor Azizah Mohd Ali, Muniyati Musa Mohd Zaidi, Nurul Jannah Shaharzan, Rafiza Abdul Razak, and Nor Nazrina Mohamad Nazry. "SHORT COMMUNICATION PAPER: " STRENGTHENING CONTINUING NURSING EDUCATION: A COMPREHENSIVE MODULE USING MOOCS FOR EFFECTIVE RISK COMMUNICATION IN GLOBAL HEALTH EMERGENCIES"." International Journal of Modern Education 6, no. 21 (2024): 29–36. http://dx.doi.org/10.35631/ijmoe.621003.

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This study develops an innovative Massive Open Online Course (MOOC) module specifically designed for continuing nursing education considering the critical need for efficient healthcare risk communication in the context of global health emergencies. The study utilised Thiagarajan's 4D development model, which was modified into a 3D model consisting of the stages: define, design, and develop. Through a comprehensive literature analysis, the study attempted to identify variable risk communication strategies that are crucial for successfully handling the always-evolving complexity of health emerge

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Sanchez-Gordon, Sandra, and Sergio Luján-Mora. "Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses." Journal of Educational Computing Research 56, no. 5 (2017): 623–44. http://dx.doi.org/10.1177/0735633117727597.

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There are millions of people worldwide—of all ages, conditions, backgrounds, and motivations—with significant learning needs. Unfortunately, traditional education is not efficient enough to meet these needs. That is, the available educational resources are not fully exploited to help cover the demand. There is an increasing need for large-scale access to cost-effective and high-quality education. The use of technological innovations for large-scale teaching might be part of the solution. In this context, the goals of this study were to identify technological innovations that can be considered

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Qiu, Xuyan. "Blended Teaching Mode of Higher Vocational English Based on MOOC+SPOC." Wireless Communications and Mobile Computing 2022 (April 14, 2022): 1–9. http://dx.doi.org/10.1155/2022/9320161.

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Under the wave of education informatization in the past six years, the rapid development of MOOC has greatly promoted the fairness of education and improved the quality of education. However, in the actual English writing learning process, the traditional MOOC mode still has many shortcomings. Based on this, this paper proposes a research on the MOOC+SPOC hybrid higher vocational English teaching mode, by combining the advantages of MOOC and SPOC to improve the shortcomings of the existing online teaching mode. Through the analysis of basic theoretical research, this paper believes that MOOC h

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Lumini, Maria José, Maria Rui Sousa, Berta Salazar, and Teresa Martins. "Assessing the Effectiveness of a Massive Open Online Course for Caregivers Amid the COVID-19 Pandemic: Methodological Study." JMIR Formative Research 7 (September 25, 2023): e48398. http://dx.doi.org/10.2196/48398.

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Background The COVID-19 pandemic has presented significant challenges to health care systems, particularly impacting the older population due to their vulnerability and increased susceptibility to severe complications. Many of the most vulnerable individuals rely on informal caregivers, who play a vital role in enabling them to continue living in their homes. However, social isolation and limited access to health services during the pandemic have made caregiving more difficult. In response, massive open online courses (MOOCs) have emerged as a training and support solution for caregivers. This

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Faria de Souza, Vanessa, and Tony Carlos Bignardi dos Santos. "Research Topics on Educational Data Mining in MOOCS." International Journal for Innovation Education and Research 8, no. 7 (2020): 311–20. http://dx.doi.org/10.31686/ijier.vol8.iss7.2481.

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Educational Data Mining Techniques have been widely used in MOOC environments to conduct different educational analyzes. In this context, a systematic mapping was conducted in five databases in order to verify which aspects of studies are inherent to the use of Educational Data Mining in MOOCs. The search comprised the period from 2015 to 2019, and 253 searches were found, out of this total, 133 studies were selected. The results revealed that studies on performance analysis, behavior analysis, forum analysis and implementation of recommendation systems are the most frequent themes.

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Williams, Shirley, and E. J. Highwood. "A Comparison of Social Learning Systems: Crochet Alongs and Moocs." European Journal of Open, Distance and E-Learning 21, no. 2 (2018): 14–26. http://dx.doi.org/10.2478/eurodl-2018-0004.

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Abstract Essentially social learning is a system where the learning occurs with and from others. Internet-based technologies have provided environments within which social learning can take place among very large groups covering various topics, ranging from academic to leisure. In general MOOCs are academic-related courses offered by educational institutions, following a model of formal education, however they also take advantage of the concept of social learning, encouraging participants to learn together and from each other. Crochet Alongs (CALs) are non-formal courses offered outside educat

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Utami, Atikah Tri Budi, Muh Yahya, and Purnamawati. "The Efficacy of the MOOC+SPOC Synchronous Learning Model in Vocational Education for Process Control Systems." Asian Journal of Education and Social Studies 50, no. 2 (2024): 1–9. http://dx.doi.org/10.9734/ajess/2024/v50i21254.

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Incorporating the Industrial Revolution into vocational education, particularly in enhancing curriculum and learning, encounters numerous obstacles. Utilizing technology in interactive learning is anticipated to actively involve learners and enhance their abilities in critical thinking, creativity, innovation, and problem-solving. This study emphasizes the limitations of traditional learning approaches in Process Control Systems and presents a novel framework of MOOC+SPOC Synchronous using a Research and Development (R&D) methodology. The Process Control System course encounters impediment

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Razvan, Bogdan. "BRAIN Journal - Integrating MOOCs in Embedded Systems Blended Courses." BRAIN: Broad Research in Artificial Intelligence and Neuroscience 8, no. 3 (2017): 101–7. https://doi.org/10.5281/zenodo.1045379.

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ABSTRACT Massive Open Online Course (MOOC) paradigm has been growing in less than a decade from a life-long learning approach to a state-of-the-art method of offering a large plethora of courses and even specializations. Not only higher education, but also private companies started to manifest a growing interest into all the possibilities this technology is offering. This phenomenon received extra-consideration when renowned universities like Stanford, Harvard, École Polytechnique Fédérale de Lausanne, the Massachusetts Institute of Technology and Rice University started offering such courses.

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Lapinskaitė, Dalia, and Dalia Mankauskienė. "MOOC Coursera Content Post-editing." Vertimo studijos 15 (December 30, 2022): 6–29. http://dx.doi.org/10.15388/vertstud.2022.1.

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This paper presents the post-editing features of the machine translation (MT) system Smartling used to translate the learning content of MOOC (Massive Open Online Course) Coursera. Most of the Coursera content is delivered in English, which is one of the reasons for the low uptake of these courses in Lithuania. With the growing demand for online resources, the need to translate courses into Lithuanian has become evident and MT systems are increasingly used for that purpose. This paper describes the results of an experiment carried out with the Smartling MT system. The experiment involved 10 pa

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Sofia, Noraina, I., Z. Ghazali, Mahazir, I. Irwan, and M. H. Norfaezah. "DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS." International Journal of Education, Psychology and Counseling 6, no. 44 (2021): 68–80. http://dx.doi.org/10.35631/ijepc.644006.

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Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecture

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Sulong, Wassana Na, Kanyakorn Sermsook, Oraya Sooknit, and Wittaya Worapun. "Usage Status, Usage Requirements, and Satisfaction in Using Massive Open Online Course (MOOC) for General Education Courses at Rajamangala University of Technology Srivijaya." Journal of Education and Learning 12, no. 6 (2023): 117. http://dx.doi.org/10.5539/jel.v12n6p117.

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The primary objective of the present study was to comprehensively evaluate the utilization, requisites, and contentment associated with the implementation of the Massive Open Online Course (MOOC) system in general education courses at Rajamangala University of Technology Srivijaya. Furthermore, a comparative analysis was conducted to examine potential variations in usage status, requirements, and satisfaction among different demographic groups, including gender, age, year of study, campus, and faculty. A meticulously designed questionnaire was administered to a sample of 279 students selected

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