Lessons Learned Through Massive Open Online Courses

2014 ◽  
pp. 11-21 ◽  
Author(s):  
Mónica López-Sieben ◽  
Marta Peris-Ortiz ◽  
Jaime Alonso Gómez
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

scholarly journals TEACHING AN ADVANCED ENGINEERING MOOC: LESSONS LEARNED

2015 ◽  
Author(s):  
Jeffrey Harris ◽  
William Heikoop ◽  
Allison Van Beek ◽  
James S. Wallace
Keyword(s):  
Online Courses ◽  
Wind Waves ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Public ◽  
University Of Toronto ◽  
Internet Connection ◽  
The World ◽  
The University

Massive Open Online Courses (MOOCs) allow anyone in the public to learn from professors at universities across the world. An internet connection is the only requirement to participate in a MOOC. In engineering, the majority of MOOCs are targeted at self-learners, and consequently most courses are based on introductory undergraduate courses. The University of Toronto offered its first advanced engineering MOOC entitled, “Wind, Waves & Tides” based on a mixed fourth-year undergraduate and graduate level course. A total of 11,723 students registered in the course, and 617 students completed the course in its entirety. The following paper describes the experience of teaching a niche interest MOOC and the lessons learned throughout the endeavour.

scholarly journals Lessons Learned from Teaching Multiple Massive Open Online Courses in Veterinary Education

2018 ◽  
Vol 6 (2) ◽  
pp. 22-40 ◽  
Author(s):  
Jill Rowan Deans MacKay ◽  
Jessie Paterson ◽  
Victoria Sandilands ◽  
Natalie K Waran ◽  
Bryony Lancaster ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
User Satisfaction ◽  
Performance Metrics ◽  
Online Courses ◽  
Retention Rate ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
And Performance

Massive Open Online Courses (MOOCs) are a rapidly expanding avenue of diversification for higher education institutes. MOOC development is varied, individual course teams may have near complete creative control over the content, style, format and aims of their course, or be led by MOOC-specific teams within their institution. A single institute therefore may offer a wide variety of courses from short introductory level discussions to learning outcomes pitched at the postgraduate level. In this study, we examined the performance of four relatively long-running MOOCs offered by Royal (Dick) School of Veterinary Studies at the University of Edinburgh: EdiVet Do You Have What It Takes to Be A Veterinarian; Animal Behaviour and Welfare; Chicken Behaviour and Welfare; and Equine Nutrition. Comparisons were made between the format and style of courses, their learning outcomes, and performance metrics such as completion rate, user satisfaction and benefit to institute. Retention was a challenge for all session-based MOOCs, with Chickens being most successful at retaining 50% of its potential audience until the start of Week 3. The average retention rate across all lectures and sessions was 38.5% (±14.08). All courses showed a notable female learner bias far above the Coursera average of 39% (Range Chickens: 58.1% ±3.1, Equine: 79.3% ¬±1.69). The majority of learners were North American or European (Range, Animals: 64.0±0.6, Equine 84.0%±3.0%). Across all courses, over 25% of learners had already achieved a Master’s degree or higher. A qualitative analysis of 188 learner stories revealed an overwhelmingly positive experience, highlighting the quality of resources, a perceived friendly relationship with the course instructors and referencing perceived barriers to education in face to face models. In conclusion, high quality digital resources embedded in well-designed courses can be a powerful tool to widen access to science education, however the MOOC platform does not necessarily reach a wide global audience, and may still struggle to widen participation in higher education, and alternative platforms are worth considering.

scholarly journals Designing and Implementing Gamification: GaDeP, Gamifire, and applied Case Studies

2020 ◽  
Vol 7 (3) ◽  
pp. 97-129
Author(s):  
Roland Klemke ◽  
Alessandra Antonaci ◽  
Bibeg Limbu
Keyword(s):  
Research And Development ◽  
Case Studies ◽  
Design Process ◽  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Development Projects ◽  
Massive Open Online ◽  
Student Research

Gamification aims at addressing problems in various fields such as the high dropout rates, the lack of engagement, isolation, or the lack of personalisation faced by Massive Open Online Courses (MOOC). Even though gamification is widely applied, not only in MOOCs, only few cases are meaningfully designed and empirically tested. The Gamification Design Process (GaDeP) aims to cover this gap. This article first briefly introduces GaDeP, presents the concept of meaningful gamification, and derives how it motivates the need for the Gamifire platform (as a scalable and platform-independent reference infrastructure for MOOC). Secondly, it defines the requirements for platformindependent gamification and describes the development of the Gamifire infrastructure. Thirdly we describe how Gamifire was successfully applied in four different cases. Finally, the applicability of GaDeP beyond MOOC is presented by reporting on a case study where GaDeP has been successfully applied by four student research and development projects. From both, the Gamifire cases and the GaDeP cases we derive the key contribution of this article: insights in the strengths and weaknesses of the Gamifire infrastructure as well as lessons learned about the applicability and limitations of the GaDeP framework. The paper ends detailing our future works and planned development activities.

scholarly journals Aproximaciones al uso de los cursos en línea masivos y abiertos

2019 ◽  
pp. 40
Author(s):  
Brenda Cecilia Padilla Rodríguez
Keyword(s):  
Online Courses ◽  
Current Issue ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Learning Design ◽  
Massive Open Online ◽  
Future Studies ◽  
Research In Education ◽  
The Way

Since their emergence in 2008, massive open online courses (MOOCs) have become an international source of interest. The current issue of Research in Education And Learning Innovation Archives (REALIA) focuses on different approaches to the use of this type of courses. Topics encompass students’ perspectives, learning design and participants’ performance during delivery. Each paper included leaves us with lessons learned and recommendations for future studies. Thus, this issue of Research in Education And Learning Innovation Archives adds to the existing knowledge in the field and sets the way for the next steps.

scholarly journals Lessons Learned From Producing Guidance Articles and Rapid Massive Open Online Courses During the Covid-19 Pandemic in Primary Care

2020 ◽  
Vol 11 ◽  
pp. 215013272096362 ◽  
Author(s):  
Mohammad S. Razai ◽  
Hadyn K. N. Kankam ◽  
George J. M. Hourston ◽  
Szymon Hoppe ◽  
Pippa Oakeshott
Keyword(s):  
Primary Care ◽  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online

Massive open online courses in U.S. healthcare education: Practical considerations and lessons learned from implementation

2018 ◽  
Vol 10 (6) ◽  
pp. 736-743 ◽  
Author(s):  
Whitney D. Maxwell ◽  
Patricia H. Fabel ◽  
Veronica Diaz ◽  
Janet C. Walkow ◽  
Nicole C. Kwiek ◽  
...  
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Massive Open Online

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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