Survey and Analysis of the Application of Massive Open Online Courses (MOOCs) in the Engineering Education in China

2017 ◽  
pp. 840-850 ◽  
Author(s):  
Yu Long ◽  
Man Zhang ◽  
Weifeng Qiao
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Education In China

scholarly journals College Students' Law Education Platform Based on Browser/Server and Massive Open Online Courses

2019 ◽  
Vol 14 (15) ◽  
pp. 202
Author(s):  
Xue Yang ◽  
Zhen Song
Keyword(s):  
Information Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Pedagogical Practices ◽  
Massive Open Online ◽  
Full Speed ◽  
Relevant Situation ◽  
The Law ◽  
Education Platform ◽  
Education In China

It is compulsory for us to strength the students’ law education in China in order to develop their overall qualities. It is also what we need to build a harmonious society. Along with the steady advancement of society, the surge of information technologies has contributed to the integration of various new teaching methods, models and platforms into the law education. This paper, based on the browser/server (B/S) architecture and the concept of Massive Open Online Courses (MOOCs), attempt s to profoundly analyze relevant situation of students' law education in universities. According to the findings, it is found that the teaching of MOOCs in China is evolving at full speed. User groups show different preferences for the disciplines since they have a great demand for vocational skills and undergraduate education. In China, there are some gaps in the law education in universities, for example, the teaching and evaluation methods look like relatively single, there is lack of pedagogical practices, teachers' pedagogies remain to be improved, and students' enthusiasm of legal education is low. The curriculum refinement and the mobile clients developed intensively constantly improve the design of the law education platform for students in universities. The study is beneficial to the construction of law education platform for students in universities in China.

Massive Open Online Courses in Engineering Education

2016 ◽  
pp. 31-45 ◽  
Author(s):  
Ute Heckel ◽  
Ursula Bach ◽  
Anja Richert ◽  
Sabina Jeschke
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms

2020 ◽  
Vol 10 (2) ◽  
pp. 94 ◽  
Author(s):  
Dilrukshi Gamage ◽  
Indika Perera ◽  
Shantha Fernando
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Evaluation Criteria ◽  
Massive Open Online Courses ◽  
Engineering Student ◽  
Massive Open Online ◽  
Design Recommendations ◽  
Criterion A ◽  
Content Evaluation ◽  
Future Direction

Massive open online courses (MOOCs) have considered to be a potential to disseminate engineering education at scale. However, the pedagogical requirement demanded engineering student to equip with specific skillsets such as communication, interactivity, and collaboration. Yet, MOOCs are skeptical of facilitating those skills. Generally, MOOCs evaluated against accessibility and usability. These evaluations may not perceive whether the platform designs in MOOCs support to much-needed interactions and collaboration required in engineering education. We evaluated 6 MOOC platform designs under the lens of collaboration and types of interactions which occur as learner to learner, learner to instructor, learner to platform and learner to content. Evaluation criteria were derived us-ing previous frameworks and evaluations were conducted using 10 participants. Based on each criterion a matrix was formed with a weight to compare results. We found overall collaboration opportunities in platforms are significantly less than the opportunities to interact. Based on the findings we provide 5 design recommendations and provide a future direction for MOOC platform designs which en-ables facilitation to engineering education through MOOCs.

MOOCs in Engineering Education

2016 ◽  
pp. 224-236 ◽  
Author(s):  
Martin Ebner ◽  
Michael Kopp ◽  
Alexei Scerbakov ◽  
Kristina Neuböck
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Daily Life ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Massive Open Online ◽  
Research Studies

Massive Open Online Courses (MOOCs) are a phenomenon of these days. Therefore it seems just a consequent step to carry out research studies how MOOCs can be integrated best in our daily life. This work aims to describe first experiences from the implementation of two MOOCs on a new developed platform. Both courses are related to engineering education: one to physics and one to mechanics. First the concept as well as the development and then also the evaluation is pointed out. It can be concluded that there is potential for educational institutions, but also barriers which must be taken into account.

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.

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