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Rozprawy doktorskie na temat „Massive Open Online Courses (MOOC)”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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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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Li, Kun. "Motivating Learners in Massive Open Online Courses: A Design-based ResearchApproach." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448918123.

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Bremer, Claudia, and David Weiß. "Massive Open Online Courses: Kategorisierung und Analyse des Teilnehmerverhaltens am Beispiel der OPCOs 2011 und 2012." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126178.

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Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.

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Brites, Liara Saldanha. "Saúde em todas as políticas : reflexões para desenvolvimento de um Massive Open Online Course (MOOC)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/169673.

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Esta Dissertação tem como objetivo analisar e sistematizar informações (referências bibliográficas e experiências) sobre Saúde em Todas as Políticas (STP) - abordagem da Organização Mundial da Saúde (OMS), a fim de propor o roteiro de um Curso Online Aberto e Massivo (MOOC - abreviação em inglês de Massive Open Online Courses) sobre o tema STP. De cunho exploratório e abordagem mista, utilizou-se a revisão bibliográfica e a análise documental para produzir os seguintes produtos/resultados: a) um artigo original que apresenta o resultado de buscas no diretório MOOC-List.com, sobre os MOOCs já e

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Stefanic, Nicholas Michael. "Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5315.

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While developing creativity is an important goal of many educational endeavors, creating music, from a music education perspective, is a powerful pedagogical tool. Beyond comparing the relative creativity of individuals' musical creative products (e.g., melodies, songs, lyrics, beats, etc.), research in musical creativity must consider how engaging in the creative process can be an effective teaching tool, what I have termed creativity-based music learning. If music teachers are to develop students' abilities “to experience music as meaningful, informed by sensitive discernments and broad unde

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Ramkissoon, Sharvaani Devi. "A pedagogically-informed model of Massive Open Online Courses (MOOCS) for Mauritian higher education." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622698.

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The purpose of this research was to determine how MOOCs (Massive Open Online Courses) can be introduced and implemented in Higher Education institutions in Mauritius. The study explored the perspectives of students, teachers and educational leaders using an exploratory case study approach, and involved the implementation of short MOOC-based courses in three areas of higher education in Mauritius. While much of the existing literature on MOOCs has used quantitative data to explore patterns of enrolment and retention, this study explicitly focused on student experience, and used Garrison, Anders

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Yamo, Pittaya. "Learner intrinsic motivation in online social learning platforms: A case study of massive open online course (MOOC) in Thailand." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108005/5/Pittaya_Yamo_Thesis.pdf.

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This qualitative case study aimed to better understand how intrinsic motivation played an important role in MOOCs. Most of the research on MOOCs has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation in Thailand has been urgently needed. The findings found that there were three factors of social conditions, env

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SADEHVANDI, NIKAN. "An Empirical Study on the Effects of Pedagogical Intervention on Improving the Quality of Peer Assessment in Massive Open Online Courses." Kyoto University, 2019. http://hdl.handle.net/2433/243287.

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Limache, Ignacio Rubén Antonny. "Massive Open Online Course Mooc y el rendimiento académico de los estudiantes de la I.E. Salesiano “Don Bosco”." Bachelor's thesis, Universidad Continental, 2017. http://repositorio.continental.edu.pe/handle/continental/4618.

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La presente investigación basado en el “Prototipo de los conceptos de Massive Open Online Course MOOC y el rendimiento académico de los estudiantes de la I.E. Salesiano “Don Bosco”; tuvo como objetivo general determinar la influencia del prototipo de los conceptos de Massive Open Online Course MOOC en el rendimiento académico de los estudiantes, para mejorar las competencias interpretativas, argumentativas y propositivas; comprobando la hipótesis que el prototipo de los conceptos de Massive Open Online Course influye positivamente en el rendimiento académico de los estudiantes. La implementaci

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Kassabian, Dikran. "Massive Open Online Courses (MOOCs) at elite, early-adopter universities| Goals, progress, and value proposition." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635748.

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<p> Massive Open Online Courses (MOOCs) have become a hot topic in higher education and have undergone rapid growth. More than 800 MOOCs have been offered to the public from more than 200 of the most well known universities in the world, with millions of learners taking them. While many elite universities have developed MOOCs, their motivations have not been entirely clear. This qualitative case study research explores what three early adopter universities, Columbia University, Duke University, and Harvard University, hope to achieve by becoming involved and investing in MOOCs, how they are as

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Fassbinder, Aracele Garcia de Oliveira. "A contribution to the process of designing for learning in Massive Open Online Courses (MOOCs)." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-23102018-113518/.

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Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main

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Bryant, Martha Guidry. "The Development of the Massive Open Online Course Virtual Learning Environment Scale (MVLE) and Model to Measure Satisfaction of MOOC Online Learning Courses in Higher Education| A Mixed Methods Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10617545.

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<p> Information technology is not new to academia. Numerous educators and research scholars studying the usefulness of digital technologies in the classroom seek to determine whether the underlying pedagogies effectively bridge the gap between quality of instruction, student engagement, and eventual acceptance of the technology tool in use. With the increase and sophistication in the delivery of online courses in colleges across the country, we now see the recent emergence of an online course structure called Massive Open Online Courses, MOOCs (Sandeen, 2014). MOOCs have intensified the intere

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Yamo, Pittaya. "Learner engagement in a collectivistic culture: A study of massive open online courses (MOOCs) in Thailand." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/212451/1/Pittaya_Yamo_Thesis.pdf.

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This study examines MOOC learning environment situated within the Thai cultural context and Thai cultural dimensions (Hofstede, 1997). The study draws on connectivist theory to conduct a qualitative study to investigate the four dimensions of learner engagement: behavioural, cognitive, emotional, and social engagement in online MOOC learning. Data were collected from three selected Thai MOOCs through semi-structured interviews with three instructors and 30 students. Results indicate that while instructors excluded themselves from cultural engagement within the online learning environment, lear

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Kahnwald, Nina, Anja Lorenz, Daniela Pscheida, and Andrea Lißner. "Studierende als Zielgruppe von Open Online Courses: Potenziale und Herausforderungen am Beispiel des SOOC13." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126160.

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Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)

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Schulze, Amanda Sue. "Massive open online courses (MOOCs) and completion rates| are self-directed adult learners the most successful at MOOCs?" Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622996.

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<p> Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that their completion rates can average fewer than 5% of those registered. Such low completion rates raise questions about the effectiveness of MOOCs and whether adults enrolling in them have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve

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Souza, Tomás Teixeira de. "Laboratório online de música e tecnologia : planejando e implementando um MOOC para o ensino de Música online." reponame:Repositório Institucional da UnB, 2017. http://repositorio.unb.br/handle/10482/31796.

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Dissertação (mestrado)—Universidade de Brasília, Instituto de Artes, Departamento de Música, Programa de Pós-Graduação Música em Contexto, 2017.<br>Submitted by Raquel Almeida (raquel.df13@gmail.com) on 2018-04-13T20:05:32Z No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5)<br>Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2018-05-08T20:42:10Z (GMT) No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5)<br>Made available in DSpace on 2018-05

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Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.

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This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rap

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Knöös, Johanna, and Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.

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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learne

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Santos, Noeli Batista dos. "A transmidiação dos sentidos de docência na prática dos MOOCS : perspectivas emergentes." reponame:Repositório Institucional da UnB, 2018. http://repositorio.unb.br/handle/10482/34201.

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Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2018.<br>Esta pesquisa, orientada pelos estudos sobre transmidiação – na perspectiva teórica da semiótica e da ecologia das mídias –, teve por objetivo geral analisar elementos suscetíveis de explicar como os MOOCs de universidades brasileiras estariam transmidiando os sentidos de docência por meio da atualização de práticas didático-pedagógicas para o contexto da cibercultura. O estudo foi delimitado pela tese de que há um pensamento pedagógico transmídia, e que este, quando aplicado ao en

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Botta, Jonas [Verfasser]. "Datenschutz bei E-Learning-Plattformen : Rechtliche Herausforderungen digitaler Hochschulbildung am Beispiel der Massive Open Online Courses (MOOCs) / Jonas Botta." Baden-Baden : Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://d-nb.info/1212396286/34.

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Joksimovic, Srecko. "An analytics-based approach to the study of learning networks in digital education settings." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25819.

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Investigating howgroups communicate, build knowledge and expertise, reach consensus or collaboratively solve complex problems, became one of the main foci of contemporary research in learning and social sciences. Emerging models of communication and empowerment of networks as a form of social organization further reshaped practice and pedagogy of online education, bringing research on learning networks into the mainstream of educational and social science research. In such conditions, massive open online courses (MOOCs) emerged as one of the promising approaches to facilitating learning in net

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Deane, Nawaal. "Promoting Inclusive Higher Education in the digital age: Wrapping massive open online courses (MOOCs) for youth from marginalised communities in South Africa." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33694.

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In 2020, the Covid-19 pandemic led to the global shutdown of Higher Education Institutions (HEI) forcing the move from residential campuses to online learning. In South Africa, the shutdown further exacerbated the lack of access to Higher Education (HE) amongst youth, which adds to higher unemployment rates and perpetuates the cycle of poverty with detrimental consequences for society. However, in 2020 the forced move to online learning, and the use of freely available Massive Open Online Courses (MOOCs) provided an opportunity to rethink accessto HE for youth from marginalised areas. In some

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Moura, Valéria Feitosa de. "A utilização dos Massive Open Online Courses (MOOCs) em métodos de blended learning e o valor funcional percebido pelos alunos: estudo de caso em um curso de graduação em Administração." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20022018-175952/.

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O rápido desenvolvimento da tecnologia da informação traz oportunidades para área da educação, colocando a educação a distância e aprendizagem online como opções para o modelo tradicional, sobretudo os Massive Open Online Courses (MOOCs), os quais, no contexto do movimento de educação aberta, são apresentados como meio para aumentar o acesso e a qualidade da educação, proporcionando redução dos custos e da desigualdade educacional, sobretudo nos países em desenvolvimento. A revisão sistemática de 74 artigos evidenciou que as IES estão incorporando os MOOCs às suas práticas - em parte, produzin

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Kovanovic, Vitomir. "Assessing cognitive presence using automated learning analytics methods." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28759.

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With the increasing pace of technological changes in the modern society, there has been a growing interest from educators, business leaders, and policymakers in teaching important higher-order skills which were identified as necessary for thriving in the present-day globalized economy. In this regard, one of the most widely discussed higher order skills is critical thinking, whose importance in shaping problem solving, decision making, and logical thinking has been recognized. Within the domain of distance and online education, the Community of Inquiry (CoI) model provides a pedagogical framew

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Frank, Oscar. "Gamification inom MOOCs : Framsteg och utmaningar." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435159.

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Den här uppsatsen utforskar tidigare litteratur på gamification inom Massive Online OpenCourses (MOOCs) för att undersöka hur gamification uppfattas som ett verktyg i MOOCs.Analysverktyget som används är en kvantitativ innehållsanalys som avgränsar genomsökningentill 17 publikationer om gamification i MOOC. I korthet visar resultatet att gamification harpotential att främja undervisning i MOOCs. Majoriteten av litteraturen är positiv tillgenomförandet av gamification. Denna uppsats föreslår, baserat på resultatet, att socialinteraktion är ett mycket viktigt element för eleverna att hålla sig m

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Yamamoto, Iara. "Metodologias ativas de aprendizagem interferem no desempenho de estudantes." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-22092016-121953/.

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Esta pesquisa analisa fatores que sustentam o uso das metodologias ativas para o aumento do desempenho dos estudantes para a aprendizagem significativa, levando-se em consideração que o ato de aprender é intransferível, só o indivíduo pode fazê-lo e ninguém pode aprender por outro, mas pode-se incentivar o interesse dos estudantes, explorando novas oportunidades de aprendizagem, bem mais centradas na atividade dos estudantes, utilizando a hibridização, que é a mescla de técnicas e ferramentas que auxiliam e dinamizam o aprendizado com a combinação entre ambientes presenciais e virtuais de ensi

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Manole, Daniela. "Recursos educacionais abertos e direitos autorais em ambientes virtuais de aprendizagem: conflitos e perspectivas." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9797.

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Made available in DSpace on 2016-04-27T14:31:25Z (GMT). No. of bitstreams: 1 Daniela Manole.pdf: 4566123 bytes, checksum: ade44921f4bd38f3b6f1aaef9f29c32c (MD5) Previous issue date: 2014-09-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The key elements of this work emerge in an environment of an enormous use of web 2.0/3.0 for authorship together with a exponential growth of massive online educational initiatives with strong technology usage, where open educational resources with creative commons licenses and copyrighted materials oppose to materials without any indica

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Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217402.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit

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Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-231688.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit

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Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217606.

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Liebe Lehrende, liebe Leserin und lieber Leser, Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsi

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Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30111.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit

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Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30123.

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Liebe Lehrende, liebe Leserin und lieber Leser, Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsi

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Ullmann, Matheus Rudolfo Diedrich. "Formação de grupos em MOOCs utilizando Particle Swarm Optimization." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5609.

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-01T10:57:51Z No. of bitstreams: 2 Dissertação - Matheus Rudolfo Diedrich Ullmann - 2016.pdf: 1264745 bytes, checksum: 65f8378224bd7fd700216a920f2da7a0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-01T11:00:53Z (GMT) No. of bitstreams: 2 Dissertação - Matheus Rudolfo Diedrich Ullmann - 2016.pdf: 1264745 bytes, checksum: 65f8378224bd7fd700216a920f2da7a0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7

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Ferrer, Mico Maria Teresa. "Community of Inquiry (COI) and Self-Directed Learning (SDL) in Online Environments: An Exploratory, Correlational and Critical Analysis of MOOCs. Introduction to Cybersecurity MOOC Case Study." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/360851.

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L’objectiu d’aquesta recerca multi-paradigmàtica és presentar un anàlisis exploratori, correlacional y crític dels MOOC (Massive Open Online Courses) entesos com a comunitats d’aprenentatge participatius i descobrir el rol que l’aprenentatge autònom juga dins d’aquest marc. La recerca combina dades quantitatives i qualitatives i junt amb el marc teòric actual afegeix novetats en el cap de l’educació a distancia y les noves formes d’oferir cursos a distància. Els nostres resultats mostren diferencies estadístiques entre els estudiants que participen en diferent nombre de tests i el seu nivell d

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Vie, Jill-Jênn. "Modèles de tests adaptatifs pour le diagnostic de connaissances dans un cadre d'apprentissage à grande échelle." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLC090/document.

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Cette thèse porte sur les tests adaptatifs dans les environnements d’apprentissage. Elle s’inscrit dans les contextes de fouille de données éducatives et d’analytique de l’apprentissage, où l’on s’intéresse à utiliser les données laissées par les apprenants dans des environnements éducatifs pour optimiser l’apprentissage au sens large.L’évaluation par ordinateur permet de stocker les réponses des apprenants facilement, afin de les analyser et d’améliorer les évaluations futures. Dans cette thèse, nous nous intéressons à un certain type de test par ordinateur, les tests adaptatifs. Ceux-ci perm

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Engquist, Malin. "Kommunikation i storskaliga internetbaserade kurser : En kvalitativ studie om karaktären av den sociala interaktionen i diskussionsforum i xMOOCar." Thesis, KTH, Lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-234304.

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

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Taylor, Colin S. M. (Colin J. ). Massachusetts Institute of Technology. "Stopout prediction in massive open online courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91699.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (page 121).<br>Imagine your favorite college professor standing behind a podium in the center of Michigan Stadium in Ann Arbor, lecturing 109,000 students. Though that sounds like an unlikely scenario, Massive Open Online Courses,

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Han, Fang M. Eng Massachusetts Institute of Technology. "Modeling problem solving in Massive Open Online Courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91817.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 101).<br>.Massive Open Online Courses (MOOC) have presented a completely new style of learning and teaching that also brings us a massive amount of student behavioral data. Some of this data is exclusive to the MOOC environment. It opens up many possibilities for educators to study a question they have always wanted to answer: how do students solve problems? In this thesis, we present and a

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Coleman, Cody A. "Identifying and characterizing subpopulations in massive open online courses." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100300.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages [105]-115).<br>The large and diverse student populations in Massive Open Online Courses (MOOCs) present an unprecedented opportunity to understand student behavior and learn about learning. A tremendous amount of information

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Helbert, Justin (Justin C. ). "Methods for observational studies using data from massive open online courses." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106126.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 51).<br>Measuring the effect of a course component in online classes present an opportunity to use propensity score methods. Propensity score methods aim to balance the effect of self-selecting biases and other confounding variables that arise in observational studies like this, as each student decides what components they engage in throughout the course. This method is applied to an edX co

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May, Douglas Scott. "Meeting the Challenges of Massive Open Online Courses in Higher Education." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846325.

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<p> The purpose of this research study is to analyze the impact that Massive Open Online Courses (MOOCs) have had on institutions of higher learning and explore successful strategies implemented by educational leaders in meeting the challenges of these new learning platforms. As online learning has exploded in recent years—with MOOCs representing the latest evolution of that process—traditional educational methods at brick and mortar colleges and universities have been challenged by the scope and reach of virtual scholarship. With this rapid development of online learning, and MOOC

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