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Journal articles on the topic 'Promoting MOOCs'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

Xu, Yiling. "The Exploration of the Teaching Mode of "Foundation of Management" Based on MOOCS." Journal of Higher Education Research 5, no. 5 (2024): 454. https://doi.org/10.32629/jher.v5i5.3060.

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In today's network era, the teaching methods of colleges and universities are constantly emerging and improving continuously. MOOCs play a leading role in promoting the teaching reform of higher vocational colleges. However, MOOCs have not been widely adopted to integrate the research and teaching of the subject "Fundamentals of Management". This paper expounds the significance of MOOCs in the teaching of basic courses of management, analyzes the problems existing in the traditional teaching of Basic courses of Management, and puts forward the reform strategy of course teaching based on MOOCs

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Zhao, Xiuting, Ruotian Liang, and Ziyue Wang. "Research on the Compilation of Mechanical Design Guided Textbooks Based on Chinese University MOOCs." SHS Web of Conferences 209 (2024): 01008. https://doi.org/10.1051/shsconf/202420901008.

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With the development of information technology, MOOCs (Massive Open Online Courses) have become a hot topic in the field of education. At present, there is a lack of teaching materials for mechanical design courses that are compatible with MOOCs education platforms, and there are no guiding materials for students to learn after class. Therefore, this paper takes the MOOCs of Chinese universities as a platform to discuss how to use the MOOCs platform to construct a teaching material for mechanical design. By analyzing the existing problems of mechanical design teaching and the characteristics o

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Pant, Harsh Vardhan, Manoj Chandra Lohani, and Jeetendra Pande. "Descriptive Analytics of MOOCs With ICT in Respect of Developed Countries and Indian Context." International Journal of Information Communication Technologies and Human Development 11, no. 4 (2019): 18–34. http://dx.doi.org/10.4018/ijicthd.2019100102.

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The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, the business and the media. The boost of MOOC initiatives in India is connected with several crucial issues – Promoting Digital India, SarvaSiksha Abhiyan, population and infrastructure and the business model specific educational needs, gaps, and necessities. The present article gives a brief idea of t

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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 implemente

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Misra, Pradeep Kumar. "MOOCs for Teacher Professional Development: Reflections and Suggested Actions." Open Praxis 10, no. 1 (2018): 67. http://dx.doi.org/10.5944/openpraxis.10.1.780.

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Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based trai

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Elbyaly, Marwa Yasien Helmy, and Abdellah Ibrahim Mohammed Elfeky. "The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic." PeerJ Computer Science 8 (June 15, 2022): e945. http://dx.doi.org/10.7717/peerj-cs.945.

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In many nations affected by the COVID-19 pandemic, the situation in higher education institutions has changed. During the pandemic, these institutions have introduced numerous e-solutions to continue the process of education. Besides, research has shown many benefits in the last years of MOOCs. Yet, to date there are few studies to explore some individual characteristics, such as learners’ metacognitive skills, that might have an impact on learning outcomes in MOOCs. Furthermore, promotion of deep learning is a serious challenge for online courses including MOOCs. Therefore, the purpose of thi

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Mahmod, Mohamed Ali, Asma Md Ali, and Asadullah Shah. "Massive Open Online Courses as an Augmentation of E-Learning: A Review." International Journal on Perceptive and Cognitive Computing 4, no. 2 (2018): 1–4. http://dx.doi.org/10.31436/ijpcc.v4i2.69.

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Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific paper

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García-Sastre, Sara, Alejandro Ortega-Arranz, Eduardo Gómez-Sánchez, and Sara Villagrá-Sobrino. "Reflexões para a introdução da Colaboração e Gamificação no MOOC." Revista Latinoamericana de Tecnología Educativa - RELATEC 18, no. 1 (2019): 163–74. http://dx.doi.org/10.17398/1695-288x.18.1.163.

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MOOCs (Massive Open Online Courses) have significantly disrupted Higher Education. Usually, these online courses offer universal access to learning, generating new challenges regarding the form they are taught and the pedagogical approaches used. In fact, despite the benefits of MOOCs in Higher Education (e.g. ubiquitous and free access to learning), these courses are frequently critized due to their content-based teaching models. Therefore, the application of strategies promoting active learning is presented as a potential technique to change these models and to improve the student participat

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Ukaegbu, Bernadette C. N., and Godwin A. Otu. "Libraries and access to open online courses." Journal of Library Services and Technologies 5, no. 2 (2023): 148–56. http://dx.doi.org/10.47524/jlst.v5i2.149.

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This article aims to raise consciousness about the value of massive open online courses (MOOCs) for learners who cannot afford the exorbitant cost of higher education. Massive Open Online Courses (MOOCs) is a relatively new method of education in the digital age. The courseware is inexpensive, and students can access the materials whenever and wherever they like. MOOCs can be broken down into three distinct types: cMOOCs, xMOOCs, and quasi-MOOCs. A MOOC is an online education programme that allows for an infinite number of participants. The course materials typically consist of videotaped lect

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Ou, Kuo-Liang, and Wen-Chi Fong. "Factors Influencing Learning Intention of Advanced Placement MOOCs: Insights from an Investigation into Information Technology Adoption." Journal of Educational Technology Development and Exchange 16, no. 2 (2023): 92–107. http://dx.doi.org/10.18785/jetde.1602.06.

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Massive open online courses (MOOCs) have attracted recent scholarly attention, mainly because MOOCs have effectively made higher education accessible. However, MOOCs tend to have low completion rates, and many scholars have attempted to remedy this by investigating the psychological, cognitive, physiological, and demographic factors affecting completion rates. Nevertheless, most studies have rarely investigated the student’s information technology (IT) background, focusing instead on self-awareness, self-recognition, intrinsic motivation, or external factors. Thus, this study adopted the techn

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Wang, Jun Feng. "The Revelation from MOOCs on our Country’s Remote Education." Advanced Materials Research 989-994 (July 2014): 5152–56. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5152.

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Since 2012, known as the first year of "massive open online Courses (MOOCs)", its development speed beyond our imagination, only Courses one company registered online learners reached more than 4.1million people (up to July 21, 2013). MOOCs will be bring what challenge for distance education development in China, how to deal with these challenges, is our reality problem need to concerned. We hope through the above question discussion to accelerate the change of distance education in our country, to adapt to the trend of the internationalization of higher education, promoting its healthy develo

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Kamble, Aakash, Nitin Upadhyay, and Nayna Abhang. "Navigating the Learning Landscape: Social Cognition and Task-Technology Fit as Predictors for MOOCs Continuance Intention by Sales Professionals." International Review of Research in Open and Distributed Learning 25, no. 1 (2024): 24–44. http://dx.doi.org/10.19173/irrodl.v25i1.7567.

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Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology fit, self-development, and social recognition in sales professionals’ continued use of MOOCs. The study hinged on empirical research and used a survey to collect data from 366 sales professionals. The results suggest that task-technology fit, self-develo

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Chu, Jinhua, and You-Yu Dai. "Extending the UTAUT Model to Study the Acceptance Behavior of MOOCs by University Students and the Moderating Roles of Free Time Management and Leisure-Study Conflict." International Journal of Technology and Human Interaction 17, no. 4 (2021): 35–57. http://dx.doi.org/10.4018/ijthi.2021100103.

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Much research has focused on massive open online courses (MOOCs) but little of it has focused on university students in China who can only participate in MOOCs in their free time. To address this gap, this research adopted unified theories of acceptance and a usage of technology model, and added three new moderating variables, which are the network learning channel of MOOC, free time management, and leisure-study conflict. Seven hundred seventy-one valid questionnaires were collected from 11 universities in China. LISREL and AMOS were used to conduct confirmatory factor analysis, model fit ana

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Köpeczi-Bócz, Tamás. "Enhancing University Education Quality through MOOCs: Effective Learning Strategy Combinations and Pedagogical Innovations." International Journal of Emerging Technologies in Learning (iJET) 20, no. 01 (2025): 4–22. https://doi.org/10.3991/ijet.v20i01.47815.

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This study examines the impact of combining innovative teaching strategies, including massive open online courses (MOOCs), to enhance the quality of university education. It focuses on the interplay between active learning methods and student-centered pedagogy, exploring how the integration of MOOCs with interactive, student-driven instruction fosters increased engagement and improves learning efficacy. A mixed-methods approach was employed, combining quantitative measures of academic outcomes with qualitative assessments of student motivation, participation, and satisfaction. Results indicate

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Castillo, Abdul Bárbara, Erika-Lucía González-Carrión, and Cabrero José Daniel Barquero. "Involvement of MOOCS in the teaching learning process." Journal of Entrepreneurship Education 24, no. 2 (2021): 1–10. https://doi.org/10.5281/zenodo.12601324.

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The MOOCs is the century of technological transformations representing a renewal interms of platforms and educational methodologies through a computer. The current socialrequirements demand an education that adapts to the needs of people in terms of availability,time, and even lifestyle. These arise as a response to the digital vortex as a training resource inwhich a series of tools that promote their empowerment is implicit. The objective of this study isto carry out a bibliographic review of the last five years to establish the central interference ofthe MOOCs, their perspectives, and implic

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R. Chandran and J. Selvam. "Evaluating the impact of MOOC participation on skill development in autonomous engineering colleges." Scientific Temper 15, spl-1 (2024): 56–63. https://doi.org/10.58414/scientifictemper.2024.15.spl.07.

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The integration of massive open online courses (MOOCs) in higher education has introduced new avenues for skill development and academic achievement. This study investigates the impact of MOOC participation on students’ academic performance within autonomous engineering colleges. Specifically, we examine whether students who engage in MOOCs achieve higher academic outcomes compared to their peers who follow traditional coursework only. A sample of 450 engineering students from autonomous colleges was surveyed regarding their MOOC participation, academic performance, and engagement levels. To a

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Cunha, Priscila Sanara da, Ingridy Marina Pierre Barbalho, Felipe Ricardo dos Santos Fernandes, et al. "Interculturality in the Development of Technology-Mediated Courses for Massive Health Education: A Systematic Review." European Journal of Investigation in Health, Psychology and Education 14, no. 10 (2024): 2754–71. http://dx.doi.org/10.3390/ejihpe14100181.

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Virtual Learning Environments have become innovative tools in health professionals education. Through Massive Open Online Courses, they enable different ways of connecting with knowledge, facilitating study autonomy, interaction, and closer alignment with professional practices and the context of course participants. MOOCs comprise an educational strategy for many fields, including health. As they educate health professionals about a variety of practices, MOOCs play a crucial role in interculturality by enabling professionals to approach cultural diversity in work settings. This study provides

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Belyaeva, Elena. "EMI MOOCS FOR UNIVERSITY LECTURERS." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (2018): 165. http://dx.doi.org/10.22190/jtesap1801165b.

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English as a Medium of Instruction (EMI) at higher education institutions (HEIs) is gradually becoming more and more important and has a unique range of issues clearly different from those of EAP and ESP. EMI in higher education can facilitate the growth of the National Higher Education export potential and help each and every HEI move up the university rankings due to the growing numbers of international students. There is clearly a need for more university courses taught in English and EMI in higher education has already been discussed extensively in a number of international scholarly journ

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Chen, Yuanli. "Construction and Application of a Blended Online and Offline University English Course." Journal of Contemporary Educational Research 8, no. 11 (2024): 257–63. http://dx.doi.org/10.26689/jcer.v8i11.8854.

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This paper explores the design, implementation, and evaluation of the Integrated English 3 blended course, which integrates online learning through massive open online courses (MOOCs) and face-to-face classroom instruction. Guided by the production-oriented approach, the course aims to improve students’ language proficiency and intercultural communication skills. It employs a variety of teaching methods, including online self-study, task-based learning, and collaborative group work, to foster student engagement and promote language output. The study highlights key elements of course constructi

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Zeide, Elana, and Helen Nissenbaum. "Learner Privacy in MOOCs and Virtual Education." Theory and Research in Education 16, no. 3 (2018): 280–307. http://dx.doi.org/10.1177/1477878518815340.

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The current debate about student privacy issues raised by education technology focuses on how schools information with private vendors. It neglects a related but different trend, namely, the rise of online learning platforms offering learning experiences and credentials directly to users. These Massive Open Online Courses (MOOCs) and Virtual Education providers seek to ‘disrupt’ the traditional schooling system and position themselves as the next evolution in education. With privacy as the lens, this article highlights problematic dimensions of virtual learning platforms, which fashion themsel

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Zhao, Shurong, and Junxia Song. "Students’ Perceptions of a Learning Support Initiative for b-MOOCs." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (2020): 179. http://dx.doi.org/10.3991/ijet.v15i21.17153.

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Blended learning based on MOOCs (b-MOOC) has become a new and wide-spread approach to combining internet technologies with face-to-face instruction in higher education. In the implementation of b-MOOCs, learning support or scaffolding proves to be essential and determines to some extent the success of blended learning, while available literature shows lack of re-search on it. Aiming at exploring a feasible learning support approach for b-MOOCs in practice, this study constructed a support framework with four key elements of resources (R), interaction (I), strategy (S) and evaluation (E) suppor

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Hewawalpita, Supun, Sachini Herath, Indika Perera, and Dulani Meedeniya. "Effective Learning Content Offering in MOOCs with Virtual Reality - An Exploratory Study on Learner Experience." JUCS - Journal of Universal Computer Science 24, no. (2) (2018): 129–48. https://doi.org/10.3217/jucs-024-02-0129.

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Massive Open Online Courses (MOOCs) are becoming increasingly popular among academics and learners due to their extended utility beyond standard e-Learning course offerings. One of the unique features of MOOCs is that the participants follow the complete module on their own; A MOOC follower is often not constrained by typical factors that are considered necessary to participate in a blended or e-learning offering. The learning content type and the delivery of learning content can play an important role for MOOC success; importantly attractive learning content can help the self-paced MOOC learn

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Bordoloi, Ritimoni, Prasenjit Das, and Kandarpa Das. "Lifelong learning opportunities through MOOCs in India." Asian Association of Open Universities Journal 15, no. 1 (2020): 83–95. http://dx.doi.org/10.1108/aaouj-09-2019-0042.

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PurposeLifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Ope

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Koukis, Nikolaos, and Athanassios Jimoyiannis. "MOOCS for teacher professional development: exploring teachers’ perceptions and achievements." Interactive Technology and Smart Education 16, no. 1 (2019): 74–91. http://dx.doi.org/10.1108/itse-10-2018-0081.

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PurposeThis paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.Design/methodology/approachThe design framework of the particular teacher professional development MOOC was determined by the

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Gibson, Simone, Melissa Adamski, Michelle Blumfield, et al. "Promoting Evidence Based Nutrition Education Across the World in a Competitive Space: Delivering a Massive Open Online Course." Nutrients 12, no. 2 (2020): 344. http://dx.doi.org/10.3390/nu12020344.

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The internet is the fastest growing source of nutrition information for consumers. Massive Open Online Courses (MOOCs) provide and avenue for nutrition professionals’ urgent need to respond to consumer demand for low-cost, accessible and engaging information. This research aimed to evaluate learner participation and perceptions in an evidence-based nutrition MOOC and provide recommendations for engaging international online lay audiences. Learners completed pre and post course surveys including quantitative and open-ended questions. Pre-course surveys collected demographic data, prior nutritio

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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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Hew, Khe Foon. "Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS." British Journal of Educational Technology 47, no. 2 (2014): 320–41. http://dx.doi.org/10.1111/bjet.12235.

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Zhang, Chenghong, Hong Chen, and Chee Wei Phang. "Role of Instructors' Forum Interactions With Students in Promoting MOOC Continuance." Journal of Global Information Management 26, no. 3 (2018): 105–20. http://dx.doi.org/10.4018/jgim.2018070108.

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This article describes how MOOCs, being a new global education and technology phenomenon, present both opportunities and challenges to educators and learners. The lack of face-to-face engagement introduces a sense of isolation in students, resulting in a high dropout rate. To this end, online forums are deemed to help overcome the problem by enabling interactions among the learners and facilitating their learning. Recent research further suggests that with an online forum provided in a MOOC, the presence of instructors may not be important. However, in this article, the authors provide two imp

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Mizuno, T., Y. Matsueda, and K. Yamaoka. "AB0063 OSTEOCLASTS DIFFERENTIATED FROM DENDRITIC CELLS POSSESS THE INFLAMMATORY OSTEOCLAST PHENOTYPE." Annals of the Rheumatic Diseases 82, Suppl 1 (2023): 1210.2–1211. http://dx.doi.org/10.1136/annrheumdis-2023-eular.3480.

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BackgroundOsteoclasts (OCs) can differentiate from monocytes (MoOC) and dendritic cells (DCOC) in in vitro. On the other hand, there are two OC subsets in in vivo. One is involved in normal bone remodeling, and the other originating from arthirits-associated osteoclastogenic macrophages (AtoM), characterized by CX3CR1 and FOXM1 expression. However, the relationship between MoOC and DCOC with AtoM is unknown[1].ObjectivesTo investigate the phenotype of oteoclasts differentiated from dendritic cells.MethodsBone marrow cells or bone marrow derived dendritic cells were cultured with RANKL+M-CSF fo

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Chernbumroong, Suepphong, Pradorn Suereephong, and Kitti Puritat. "Massive Open Online Course Related Learning Style and Technology Usage Patterns of Thai Tourism Professionals." International Journal of Emerging Technologies in Learning (iJET) 12, no. 11 (2017): 98. http://dx.doi.org/10.3991/ijet.v12i11.7297.

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The e-learning under the concept of massive open online courses (MOOCs) was adopted as an online learning system platform called “Thailand ACCSTP online learning system” with the aim of promoting the Mutual Recognition Arrangement (MRA) of qualifications for ASEAN Tourism Professionals as knowledge workers in Thailand. However, since the system has been implemented, the completion rate is very low compared to other MOOCs. For a better completion rate and learning outcome in MOOCs, the learning style and technology usage of learners in Thailand using the ACCSTP online learning system needs to b

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Cerón, Jhoni, Silvia Baldiris, and Jairo Quintero. "Autorregúlate, a Methodology to support self-regulated learning in MOOC courses." Revista Virtual Universidad Católica del Norte, no. 71 (February 2, 2024): 50–80. http://dx.doi.org/10.35575/rvucn.n71a4.

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Global education is facing major challenges, including the lack of strategies and methods to ensure that students are truly engaged in the learning process, self-regulating their learning, and promoting successful completion of the educational process. In this research, we introduce Autorregúlate, a methodology to support self-regulated learning in Massive Open Online Courses (MOOCs), which from the design of the MOOC contributes to maintaining motivation and self-regulation throughout the course. Autorregúlate provides concrete and easy-to-implement guidelines for diverse teams in the creatio

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Krishnasamy, Ezhilmathi. "Designing a MOOC for EUMaster4HPC: Emphasizing OpenACC, OpenMP Offloading, and the HIP Programming Models." International Journal of Information and Education Technology 15, no. 7 (2025): 1322–33. https://doi.org/10.18178/ijiet.2025.15.7.2334.

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In the rapidly evolving landscape of education, the integration of digital technologies has led to the emergence of Massive Open Online Courses (MOOCs), which are becoming increasingly available across various educational domains. Despite a prevailing preference for traditional educational methods, MOOCs present viable alternatives that complement rather than replace conventional classroom instruction. The EUMaster4HPC is a newly established pan-European master’s program that focuses on High Performance Computing (HPC). This consortium aims to develop a distinctive curriculum centred around mo

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Escudeiro, Paula Escudeiro Maria de Sá, and Márcia Campos. "Empowering Deaf Learners: The Promise of Sign Language MOOCs." European Conference on e-Learning 22, no. 1 (2023): 418–21. http://dx.doi.org/10.34190/ecel.22.1.1936.

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In the realm of education, deaf students face significant communication barriers that limit their integration and success within intellectual communities. Due to the use of distinct mother languages, a communication gap arises between deaf and non-deaf communities. This poses serious difficulties for deaf students, who communicate primarily in sign language and are unable to fluently read materials written in spoken language. As most didactic materials in higher education are available exclusively in spoken languages, this further limits the opportunities and chances for deaf students to succe

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Loizzo, Jamie, Sunnie Lee Watson, and William R. Watson. "Examining Instructor and Learner Experiences and Attitude Change in a Journalism for Social Change Massive Open Online Course: A Mixed-Methods Case Study." Journalism & Mass Communication Educator 73, no. 4 (2017): 392–409. http://dx.doi.org/10.1177/1077695817729586.

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This study examined instructor and learner experiences in a Journalism for Social Change (JSC) Massive Open Online Course (MOOC) designed to introduce learners around the world to constructive, solutions-based journalism techniques, as well as engage learners in developing news stories promoting positive change about critical child welfare (CW) issues. Mixed-methods were used to identify five themes across instructor and learner experiences. Results suggest MOOCs have the potential to increase learners’ journalism content knowledge and to mobilize citizen journalists around social justice topi

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Sharkia, Halima, and Zehavit Kohen. "“Simply Math”—A Hybrid MOOC Supporting Advanced Mathematics Learning in Israeli Secondary Schools." Education Sciences 15, no. 3 (2025): 271. https://doi.org/10.3390/educsci15030271.

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The present study explores the integration of a hybrid MOOC (H-MOOC) called Simply Math in the setting of advanced mathematics lessons in school. Considering two components—institutional support and curricular content alignment—the H-MOOC theoretical framework was applied to this study to gain a better understanding of how existing MOOCs can be incorporated into the secondary school curriculum. This understanding was informed by examining the perceptions of 55 high school teachers of the use of H-MOOC, and through two case studies of teachers Raya and Israa, who integrated the H-MOOC into thei

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Richards-Schuster, Katie, Mary Ruffolo, Charity Hoffman, and Change Kwesele. "The Global Reach of Social Work:." Advances in Social Work 19, no. 2 (2020): 430–45. http://dx.doi.org/10.18060/22440.

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Technological innovations in social work education support efforts to expand the global reach of social work education. Massive open online courses (MOOCs) represent one type of innovation; however, little is known about their potential for promoting global social work. In 2015, our school of social work developed the first known social work MOOC using the edX platform. In this paper, we explore the initial voluntary survey data from registrants (n=992) to determine participation patterns and motivations. Our data indicates that the MOOC engaged participants from over 180 countries, with over

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Hurni, Lorenz, Charalampos Gkonos, and Hans-Rudolf Baer. "Web Cartography going public: Developing a Massive Open Online Course (MOOC) for cartographic prosumers." Abstracts of the ICA 1 (July 15, 2019): 1–3. http://dx.doi.org/10.5194/ica-abs-1-132-2019.

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<p><strong>Abstract.</strong> The science of cartography has evolved significantly during the last years. Major developments have been achieved in the specific areas of output media, map production technologies and dissemination channels. The existence of several freely available web-mapping tools (e.g. JavaScript mapping libraries) encourages a broader community of users to produce web-maps and visually represent research results and data. Despite the obvious advantages of promoting the importance of cartography to a wider audience, the difficulty of conveying, acquiring and

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Altinay, Fahriye, Ebba Ossiannilsson, Zehra Altinay, and Gokmen Dagli. "Accessible services for smart societies in learning." International Journal of Information and Learning Technology 38, no. 1 (2020): 75–89. http://dx.doi.org/10.1108/ijilt-03-2020-0031.

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PurposeThis research study aims to evaluate the capacity and sustainability of an accessible society as a smart society and services with the help of MOOCs and assistive technologies within the learning analytics framework.Design/methodology/approachQualitative research was employed in this research that interview forms were conducted to get data from 60 participants. Thematic analysis was used to analyze data.FindingsResearch results revealed that MOOCs and assertive technologies are crucial for smart society and opens a map for open pedagogy. Accessible media, services and applications in sm

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Dash, Manoj Kumar, and Manas Ranjan Panigrahi. "DEVELOPMENT OF MOOC FOR SWAYAM: A SHIFT IN TEACHING LEARNING PARADIGM." Journal of Global Resources 9, no. 01 (2023): 123–38. http://dx.doi.org/10.46587/jgr.2023.v09i01.013.

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Digital India initiatives a flagship mission of Government of India encourages teachers making use of SWAYAM (online platform) effectively and efficiently for quality education, training, and capacity of all stakeholders at different levels of education under Ministry of Education. University Grants Commission (UGC), GOI at national level and all state governments at state levels encouraging the teachers for designing and developing Massive Open Online Courses. In higher education UGC invites proposals of MOOCs for UG/PG levels & skill development of youth under SWAYAM. Teachers are being

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Edelsbrunner, Sarah, Karin Steiner, Sandra Schön, Martin Ebner, and Philipp Leitner. "Promoting Digital Skills for Austrian Employees through a MOOC: Results and Lessons Learned from Design and Implementation." Education Sciences 12, no. 2 (2022): 89. http://dx.doi.org/10.3390/educsci12020089.

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Digital skills are now essential, not only in information and communications technology (ICT) jobs, but for employees across all sectors. The aim of this article is to detail how employees’ digital skills can be fostered through a Massive Open Online Course (MOOC), how such an offer is used and what the effects of such a measure are. Using an approach oriented at action research and design-based research activities, the authors describe the basics of their finding on existing European competence frameworks for digital skills and European projects that used MOOCs, the development and design of

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Yin, Khoo Yin, Derek Watson, and Rohaila Yusof. "The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 8 (2021): 18–35. http://dx.doi.org/10.26803/ijlter.20.8.2.

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It is important to educate financial literacy to pre-service teachers to manage their money well and to disseminate the knowledge to their students. The study aimed to examine the effectiveness of MOOC in promoting financial literacy among pre-service teachers. This paper also examines the correlation among the variables of financial literacy, collaborative skills, problem-solving, accountability, and decision-making. Pre-service teachers' views were discussed after attending the MOOC. The study adopted a mixed-method research design. A total of 100 pre-service teachers were selected through a

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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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Sriwisathiyakun, Kanyarat. "A MOOC-Integrated Design Thinking Model for Hearing-Impaired Learners." Journal of Information Technology Education: Research 23 (2024): 023. http://dx.doi.org/10.28945/5368.

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Aim/Purpose: This study aims to introduce an innovative approach to improving learning outcomes for hearing-impaired learners (HL) within inclusive education settings. By integrating design thinking principles into Massive Open Online Courses (MOOCs) specifically designed for HL, this research seeks to address their unique educational needs. The study examines the components of a design thinking model within MOOCs for HL and evaluates the effectiveness of the pilot course in enhancing their learning experience and achieving the required test scores. Background: The persistent educational dispa

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Zhu, Tiejun. "Empirical Research on the Effectiveness of MOOCs in Developing Design Students on Sino-foreign Cooperation University Programs." International Journal of Emerging Technologies in Learning (iJET) 11, no. 06 (2016): 19. http://dx.doi.org/10.3991/ijet.v11i06.5304.

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Nowadays, the implementation of Sino-foreign cooperative education program has become an essential way to internationalize Chinese higher education.The large number of MOOC online resources currently available, and their innovative teaching modes has provided a new and novel channel to promote such programs. In order to systematically illustrate and reveal the effectiveness of utilizing MOOC in these projects, which sponsored by Undergraduate cooperative education project of visual communication design between Anhui Polytechnic University and University of Bridgeport, researchers carried out a

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Koshiry, Amr El, Entesar Eliwa, Noha Ali Abdel Mohsen, and Shaimaa Samir Khalil. "Alternative assessment (Teacher/Peer) in MOOCs and its effect on enhancing collaborative leadership skills." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2646–59. https://doi.org/10.53894/ijirss.v8i1.5038.

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This study sought to enhance university students' collaborative leadership skills through the use of an alternative assessment method (teacher/peer) within a massive open online course (MOOC) on the Canvas platform. It examines how university students taking a massive open online course (MOOC) on the Canvas platform might improve their collaborative leadership abilities by using two alternative assessment methods: teacher assessment and peer assessment. A sample of 100 students studying educational technology was divided equally between two groups using a quasi-experimental method. The instruc

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Young, Shwu-ching. "A Preliminary Study of the Effectiveness of Information Technology in Promoting Healthcare Learning among Aging Learners in COVID-19 pandemic: Use the Ape-like On-the-spot Super Slow Jogging as an Example." Journal of Educational Technology Development and Exchange 16, no. 2 (2023): 79–91. http://dx.doi.org/10.18785/jetde.1602.05.

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The global outbreak of the COVID-19 pandemic in 2020 has turned a new exercise Ape-like On-the-spot Super Slow Jogging that was originally taking place in the physical world into an online mode. In order to understand the characteristics, and steps and effectiveness of the Jogging, this study adopts a mixed-method methodology to analyze the effectiveness of MOOCs like course on YouTube and the two-way Line based community to assist online practice learning. The research subjects are 33 participants who completed the 100-day foundation building program within six months. The results of the quan

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Kacic, Viktor, Frank Zimmerman, Ben Milbourn, et al. "Developing resilience and promoting positive mental health strategies in university students." BJPsych Open 7, S1 (2021): S142—S143. http://dx.doi.org/10.1192/bjo.2021.403.

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AimsSuicide is one of the leading causes of death in young people living in Australia, accounting for 7.3% of all deaths among individuals aged 15–19 years. Historically, high levels of suicide have been recorded in Australian university students. This project aims to develop and test a massive online course-program (MOOC) for university students, underpinned by literature and strength-based suicide prevention principles, building resilience and awareness of mental health promoting activities.MethodA scoping review of the literature was undertaken to explore the effectiveness of current suicid

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Guerrero-Quiñonez, Anghelo Josué, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Edwin Darío Ango-Ramos, and Rosalba Mercedes Lara-Tambaco. "Schuwer, R., Gil-Jaurena, I., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., ... & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. International review of research in open and dist." Ibero-American Journal of Education & Society Research 3, no. 1 (2023): 280–86. http://dx.doi.org/10.56183/iberoeds.v3i1.630.

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The MOOC model (Massive Open Online Course, for its acronym in English) has emerged as an innovative alternative for university education, allowing massive access to online courses taught by renowned institutions. This model is characterized by its open, flexible and autonomous nature, which has generated a significant impact on the educational landscape. One of the main advantages of the MOOC is its ability to broaden access to university education. Through online platforms, anyone can enroll in courses taught by professors from world-renowned institutions. This has democratized education by

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Yu, Chen-Hsiang, Jungpin Wu, and An-Chi Liu. "Predicting Learning Outcomes with MOOC Clickstreams." Education Sciences 9, no. 2 (2019): 104. http://dx.doi.org/10.3390/educsci9020104.

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Massive Open Online Courses (MOOCs) have gradually become a dominant trend in education. Since 2014, the Ministry of Education in Taiwan has been promoting MOOC programs, with successful results. The ability of students to work at their own pace, however, is associated with low MOOC completion rates and has recently become a focus. The development of a mechanism to effectively improve course completion rates continues to be of great interest to both teachers and researchers. This study established a series of learning behaviors using the video clickstream records of students, through a MOOC pl

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Knox, Jeremy. "Symposium 4: The Global Institution, the Homely, and the Overwhelming." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 533–40. http://dx.doi.org/10.54337/nlc.v9.9060.

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While being a relatively recent phenomenon in higher education, the Massive Open Online Course (MOOC) has attracted significant media attention for offering free participation and attracting unprecedented enrolment numbers, often in the tens of thousands. Coursera, and edX have emerged as the principle MOOC platform providers, entering into partnerships with a significant number of higher education institutions, mostly located in the US, and promoting themselves as global organisations that disrupt geographical barriers to higher education. MOOCs are often marketed in terms of accessibility an

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