Gotowe bibliografie tematyczne / Massive Open Online Courses (MOOC)

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Massive Open Online Courses (MOOC)”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Massive Open Online Courses (MOOC)"

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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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Hasan, Md Masudul, and Tan Bee Hoon. "Undergraduates’ Novel Experiences with Massive Open Online Courses." East West Journal of Humanities 5 (February 20, 2015): 39–49. http://dx.doi.org/10.70527/ewjh.v5i.33.

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Massive open online courses (MOOCs) have revolutionized e-learning contexts through improvising new technology on its pedagogical features. Recently, much debate has been directed to the application of MOOCs in relation to higher education. However, research regarding students’ experiences of MOOCs is scant. Therefore, the present study aims to fill in the gap by examining undergraduates experiences with MOOCs. Data were collected from 29 undergraduates attending various degree programs at a public university in Malaysia. Undergraduates’ logbook notes were used for collecting data for this stu
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Mrázek, Michal. "Massive open online courses "MOOC" - how searching courses." e-Pedagogium 19, no. 1 (2019): 65–72. http://dx.doi.org/10.5507/epd.2019.007.

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Milligan, Colin, Allison Littlejohn, and Obiageli Ukadike. "Professional Learning through Massive Open Online Courses." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 368–71. http://dx.doi.org/10.54337/nlc.v9.9014.

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This study explores the role of Massive Open Online Courses (MOOCs) in supporting and enabling professional learning, or learning for work. The research examines how professionals self-regulate their learning in MOOCs. The study is informed by contemporary theories of professional learning, that argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning gener
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Dumbraveanu, Roza. "Cursuri Masive Online Deschise în dezvoltarea profesională a cadrelor didactice." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 44, no. 1 (2020): 4–11. http://dx.doi.org/10.46727/jshs.2020.v44.i1.p4-11.

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Massive Open Online Courses (MOOC) represent one of the opportunities for the professional development of the teachers. The concept of MOOCs is new for teachers, the level of awareness on availability and usage of MOOCs is quite low among them. The paper investigates the challenges related with delivering MOOCs for the professional teacher development.
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Aziz, Anealka. "Evaluating the Design Standard of UiTM Massive Open Online Courses." International Journal of Education and Literacy Studies 6, no. 4 (2018): 138. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.138.

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Massive Open Online Course (MOOC) was one of the initiatives of the Malaysia Ministry of Education to ensure the standard of our national education system was at par with the global education trends. This initiative was documented in Malaysian Education Blueprint 2015 -2025 (Higher Education, Shift No.9: Globalised Online Learning). Universiti Teknologi MARA (UiTM) was among the public universities in Malaysia that were seriously involved in MOOC development. Starting with one MOOC in 2014, four MOOCs in 2015, 16 MOOCs in 2016, UiTM embarked into developing 450 new MOOCs in 2017. To ensure UiT
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Liyanagunawardena, Tharindu R., Karsten O. Lundqvist, and Shirley A. Williams. "Massive Open Online Courses and Economic Sustainability." European Journal of Open, Distance and E-Learning 18, no. 2 (2015): 95–111. http://dx.doi.org/10.1515/eurodl-2015-0015.

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Abstract Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation support costs while a course is running and re-running. At present, charging a fee for certifi
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El Emrani, Soumaya, Ali El Merzouqi, and Mohamed Khaldi. "Massive Online Open Courses Platforms." International Journal of Smart Education and Urban Society 10, no. 1 (2019): 25–36. http://dx.doi.org/10.4018/ijseus.2019010103.

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This article presents a comparative and analytical study that was carried out for six massive online open course (MOOC) platforms: Coursera, edX, Udacity, Canvas, FutureLearn and Riwaq. The main objective of this article was to analyze the attitudes, perspectives, and different technical and pedagogical characteristics of these platforms. This analysis was achieved by examining a sample of 16 courses from these platforms in the fields of: computing sciences, business, art and humanities. The results show the differences and similarities among these platforms in terms of interface ergonomics an
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Chabriere, Eric, and Philippe Parola. "Malaria: Massive open online courses MOOC." Travel Medicine and Infectious Disease 14, no. 6 (2016): 636. http://dx.doi.org/10.1016/j.tmaid.2016.10.012.

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Kambli, Mansi, and Anna Hima Thomas. "Awareness and Attitude Towards Massive Open Online Courses (MOOC) Among Under Graduate Students." International Journal of Research and Review 9, no. 11 (2022): 312–18. http://dx.doi.org/10.52403/ijrr.20221142.

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A quantitative research approach with descriptive research design was used for this study. MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education. The possibility for MOOCs to deliver high-quality and contextualized learning content in the most under-served regions of the world is only recently being explored. Objectives: To assess the awareness and attitude towards massive open online courses among under graduate nursing students and to associate the awareness and attitude towards massive open online courses among under graduate nursing studen
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Rozprawy doktorskie na temat "Massive Open Online Courses (MOOC)"

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

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Massive Open Online Courses (MOOCs) sind darauf ausgelegt, im tertiären Bildungsbereich den Wissenserwerb zu fördern, ohne dass die formalen Strukturen einer Ausbildungseinrichtung relevant sind. Dazu werden die Teilnehmer nicht persönlich von Dozenten betreut, sondern sind selbstgesteuert, oder werden durch kollaborative Lernmethoden aktiviert. Der Leistungszwang ist daher geringer, die Anzahl derjenigen, die Kurse abbrechen, jedoch ungleich höher. Durchschnittlich schließen maximal 10% der Teilnehmer ihren MOOC-Kurs ab.
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Silva, Patrícia Grasel da. "Aprendizagens em massive open online course (MOOC)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/168812.

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Diante de uma sociedade conectada, em que as trocas sociais ganham dimensão através da internet, nos propomos a estudar sobre aprendizagens em Massive Open On-line Course (MOOC), mais especificamente sobre os intercâmbios sociais que implicam para a aprendizagem social. Objetivo trata de identificar as interações que emergem das trocas sociais estabelecidas entre os alunos através da comunicação escrita nos fóruns, além de verificar os desdobramentos dos possíveis intercâmbios nas aprendizagens sociais e analisar as possíveis contribuições das interações para aprendizagens em contexto a distân
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Lißner, Andrea, Marlen Dubrau, Daniela Pscheida, and Anja Lorenz. "Massive Open Online Course made in Saxony." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-125286.

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Massive Open Online Courses, sogenannte MOOCs sind offene und über das Internet für jeden kostenfrei zugängliche Kurse, die hierdurch oft eine Vielzahl an Teilnehmenden erreichen. Alle Beteiligten lernen gemeinsam, jedoch mit verschiedensten persönlichen Zielen. Die Inhalte werden nicht ausschließlich von den Veranstalter/inne/n vorgegeben, sondern können zudem auch von den Teilnehmenden erweitert und geteilt werden. Mit dem SOOC13, dem Saxon Open Online Course, wurde einer der aktuellsten und vieldiskutierten Trends [1] im E-Learning im Sommersemester 2013 von den Technischen Universitäten in
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Chudzicki, Christopher A. "Learning experiments in a MOOC (Massive Open Online Course)." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99281.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Physics, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 63-65).<br>We present results from two treatment / control experiments in the 8.MReV: Mechanics ReView massive open online course (MOOC) run on edX.org during summer 2014. We compare the efficacy of physics homework problems: (1) traditional physics problems involving many skills, (2) deliberate-practice activities that train individual skills using the drag-and-drop format, and (3) analogous deliberate practice activities in m
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Trejos, Navarro Alonso Iván. "Evaluación de usabilidad de un Massive Open Online Course (MOOC)." Tesis, Universidad de Chile, 2014. http://repositorio.uchile.cl/handle/2250/132841.

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Ingeniero Civil en Computación<br>El objetivo del presente trabajo de título corresponde al estudio de usabilidad de un Massive Open Online Course (MOOC). Los MOOC son sistemas de aprendizaje en línea que cada vez se hacen más populares, donde un profesor puede enseñar a cursos de miles de alumnos. Al ser esto un tema particularmente reciente, no existen una gran cantidad de estudios sobre usabilidad en estas plataformas. Por esto, es interesante probar una metodología para evaluar la usabilidad de una. Además, con este trabajo de título se pretende estudiar la interacción de usuarios de edu
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Marques, Paula Fogaça. "Massive Open Online Course (MOOC) : uma análise de experiências pioneiras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131916.

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Esta dissertação discorre sobre os Massive Open Online Courses (MOOC), com vistas à análise das experiências pioneiras no Brasil. O desafio esteve em trabalhar sobre as potencialidades e as limitações acerca das propostas de arquiteturas pedagógicas na construção de um curso nesse formato. Foram analisados o planejamento para a execução dos cursos e o desenvolvimento desse modelo. A pesquisa de caráter qualitativo está alicerçada no estudo de multicasos na ótica de quatro experiências: três totalmente brasileiras, uma luso-brasileira. O estudo foi desenvolvido a partir da triangulação metodoló
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CARVALHO, LUIS FELIPE SAO THIAGO DE. "MEDIATION OF MASSIVE ONLINE OPEN COURSES (MOOC) AND THEIR EFFECTS ON STUDENT PARTICIPATION AND PERFORMANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36327@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Conduzimos uma pesquisa de campo a partir de um curso online aberto e massivo (MOOC), realizado no último trimestre de 2017, utilizando o ambiente virtual de aprendizagem da PUC-Rio. A partir da experiência com este curso, estudamos a dinâmica de participação dos alunos nas atividades pedagógicas e os efeitos no desempenho, baseados em exames de avaliação. Também estudamos a interação entre os participantes do curso a partir dos fóruns de discussão com o apoio de um mediador. Um grupo de controle sem a participação do mediador foi criado, p
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Knox, Jeremy. "Posthumanism and the Massive Open Online Course : contaminating the subject of global education." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15895.

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The Massive Open Online Course (MOOC) has surfaced as one of the most prominent developments in digital education in recent years, attracting significant media attention and involving some of the world’s elite universities. MOOCs are fully online courses that attract high numbers of enrolees, often in the tens of thousands, and are typically publicised as offering free participation. To date, critical analysis of the MOOC has been rare in the academic literature: this thesis will address the need for more nuanced discussions by critiquing and theorising MOOCs from the position of critical post
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Jesse, Edel. "Student Attitudes Toward Use of Massive Open Online Courses." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1573740761560753.

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

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The purpose of this study was to develop a list of usability guidelines, i.e. a usability checklist, which can assist in evaluating the usability of Massive Open Online Courses (MOOCs) user interfaces. Interviews were conducted to help understand their context of use and to find design focus points for the evaluation of MOOCs interface. These design focus points were then inspected for usability issues with Jakob Nielsen’s usability inspection method - heuristic evaluation - using author’s own set of 10 usability heuristics. The study reveals two main findings. Firstly, the context of use of M
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Książki na temat "Massive Open Online Courses (MOOC)"

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

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Yuan, Yanyue. Scoping Studies as an Approach to Analyze Massive Open Online Courses (MOOCs). SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529604238.

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

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Dianati, Seb. The Commercialisation of Massive Open Online Courses. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58184-7.

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Waks, Leonard J. The Evolution and Evaluation of Massive Open Online Courses. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-85204-8.

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Toth, Christian T. Massive Open Online Courses im Kontext von Persönlichkeit und Prokrastination. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26296-9.

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Sillak-Riesinger, Bianca. The Potential of Massive Open Online Courses in the Context of Corporate Training and Development. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16649-6.

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Cvetkovic, Dragan. MOOC (Massive Open Online Courses). IntechOpen, 2022.

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MOOC (Massive Open Online Courses) [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95166.

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Kim, Paul. Massive Open Online Courses: The MOOC Revolution. Taylor & Francis Group, 2014.

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Części książek na temat "Massive Open Online Courses (MOOC)"

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

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Halder, Santoshi, and Sanju Saha. "Massive Open Online Course (MOOC)." In The Routledge Handbook of Education Technology. Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-23.

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Rennie, Frank, and Keith Smyth. "MOOC (massive open online course)." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-133.

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Manna, Manpreet Singh, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. "Massive Open Online Courses (MOOCs)." In Blended Learning and MOOCs. Routledge India, 2023. http://dx.doi.org/10.4324/9781003307730-6.

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Knox, Jeremy. "Massive Open Online Courses (MOOCs)." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_219-1.

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Knox, Jeremy. "Massive Open Online Courses (MOOCs)." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_219.

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Ferreira, José Manuel Martins. "Massive Open Online Courses (MOOCs)." In Cross-Border Higher Education and Quality Assurance. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59472-3_12.

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Toth, Christian T. "Massive Open Online Courses (MOOCs)." In Massive Open Online Courses im Kontext von Persönlichkeit und Prokrastination. Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26296-9_3.

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Dianati, Seb. "Piercing the Veil: A Critical Examination of MOOC Ideologies." In The Commercialisation of Massive Open Online Courses. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58184-7_9.

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Dianati, Seb. "MOOC Mirage: Disrupting Illusions of the ‘Golden Age’ of Online Learning." In The Commercialisation of Massive Open Online Courses. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58184-7_1.

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Streszczenia konferencji na temat "Massive Open Online Courses (MOOC)"

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Espada, María, Mark Byra, Nikolaos Digelidis, Feng-Min Wei, and Robin Deng-Yau Shy. "SPECTRUM OF TEACHING STYLES EDUCATIONAL CURRICULUM: MASSIVE OPEN ONLINE COURSES (MOOC)." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0781.

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Chandra, Yakob Utama, and Erwin Halim. "Ten Important Factors for Massive Open Online Courses (MOOC) Providers as a Learning Technology Platform." In 2024 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C). IEEE, 2024. https://doi.org/10.1109/ri2c64012.2024.10784393.

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Volante, John Benedict, Shunmae Canolang, Sheila Mae Carungay, and Lourdes Lasian. "Transforming Board Exam Readiness for Future Engineers Through Digitalization and Comprehensive Massive Open Online Courses (MOOC) Integration." In 2024 9th International Conference on Business and Industrial Research (ICBIR). IEEE, 2024. https://doi.org/10.1109/icbir61386.2024.10875839.

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Narrainen, Gundeea. "When the Massive Open Online Courses, MOOC, become Hybrid at the Open University of Mauritius." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8068.

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With more and more courses being offered online teachers are constantly being asked to change their teaching style. Online courses have taken another turn with the innovation, which are the MOOCs. MOOCs being non-fee paying courses, delivered mostly by recognised universities, course organisation and management was bound to change. With less than 10% successful completion rate for MOOC courses and keeping in mind the Mauritian context, the Open University of Mauritius decided to offer a hybrid MOOC. By hybrid Daniel Peraya suggests blended courses that is online training and face-to-face sessi
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Mustea, Anca, Cosmin Herman, and Antoanela Naaji. "USING MOODLE FOR THE DEVELOPMENT OF MASSIVE OPEN ONLINE COURSES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-038.

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In the last few years there has been an increasing development of Massive Open Online Courses led by faculty and IT specialists from top universities such as Stanford, Massachusetts Institute of Technology, Caltech, Harvard and others. Hundreds of courses are available to people all over the world on MOOC platforms such as Coursera, edX, or Udacity. European MOOC platforms are also developing rapidly. Most of the courses are developed in English language, but there are also other languages available. What we propose is the development of a Romanian MOOC platform using Moodle as the e-learning
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Tihomirova, Jeļizaveta. "Evaluation Criteria of Massive Open Online Courses." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.35.

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Over the past decades, distance learning has become an increasingly popular way of acquiring knowledge. It resulted into the emergence of Massive Open Online Courses (MOOCs) that has provided a starting point for their active use in the education system. The recent global pandemic caused by the coronavirus disease has accelerated the development of distance learning, leading to an urgent need to evaluate the effectiveness and impact of MOOCs. Therefore, given that MOOCs are already being actively used as a new model of learning, and their importance in future education has only increased, the
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Cardoso, Janaina. "MASSIVE OPEN ONLINE COURSES CAMPS: BEFORE AND DURING THE PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end072.

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MOOC Camps have been used as a successful blended alternative to more traditional MOOCs (totally online). A “camp” here means “an informal gathering of learners working together to discuss new ideas and concepts” (Sowell, 2019). MOOC Camps combine the positive aspects of MOOCs, such as high-quality of professional development and low cost for participants with the advantages of using the “camps”, such as adaptation to the local context and a simpler way of promoting interaction among participants, who consequently feel highly motivated to complete the online course (Cardoso, 2020). The aim of
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.

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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, te
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Mihaescu, Vlad, and Radu Vasiu. "WRAPPING MOOCS - ANALYSIS FROM A TECHNOLOGICAL PERSPECTIVE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-037.

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Started in 2002 as an open course policy (named OCW Open CourseWare) and then developed in a global concept, MOOC is one of the most recent concepts in online education. A MOOC (Massive Open Online Course) is an online course with no limit to its number of participants and open access provided you have internet access. While a MOOC might accommodate enrollment in the thousands, some of these courses enroll far fewer--the "massive" part of the name speaks more to the potential to include vast numbers of students than to the actual size of the class. In the last two years millions of users regis
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Ursache, Mariana, Bogdan Rusu, Emil constantin Loghin, et al. "THE USE OF MASSIVE OPEN ONLINE COURSES (MOOCS) IN TEXTILE EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-256.

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The academic and professional community must be not only interested but directly involved in developing solutions for creative forms of education. It is clear that the approach of the new educational space must be made in the context of its contribution to improve employment and economic development. In the last decade one of the most prominent developments in education is represented by the deployment of Massive Open Online Courses (MOOC). In this context the paper present a general and documented view on the potential benefits of using MOOCs as new flexible, innovative learning approach and
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Raporty organizacyjne na temat "Massive Open Online Courses (MOOC)"

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Traxler, John, and Betty Ogange. Policy Brief: Leveraging MOOCs for Teacher Development in Low-Income Countries and Disadvantaged Regions. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3980.

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This policy brief looks at open digital distance learning and the potential of massive open online courses to deliver and support teacher development in low-income countries and disadvantaged regions. It addresses the particular barriers faced by teachers and their communities and proposes options to help overcome their challenges. Recommendations cover areas of local, national and global policy.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Woods, Mel, Saskia Coulson, Raquel Ajates, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course wer
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Roque, Jude David, Dave Pipon, Anna Christine Durante, Pamela Lapitan, Lakshman Nagraj Rao, and Elisabetta Gentile. Massive Open Online Courses for Building Statistical Capacity in Computer-Assisted Surveys. Asian Development Bank, 2020. http://dx.doi.org/10.22617/brf200127.

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Reeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student and faculty perceptions of the development and use of Massive Open Online Courses in clothing and textiles education. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-773.

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Reeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student, faculty, and industry perceptions of the development and use of Massive Open Online Courses in clothing and textiles education: Continuing studies. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-89.

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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in educ
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