scholarly journals Influence of social learning on the completion rate of massive online open courses

2020 ◽  
Author(s):  
R. A. Crane ◽  
S. Comley
Keyword(s):  
Social Learning ◽  
Online Courses ◽  
Student Attrition ◽  
Educational Material ◽  
Massive Open Online Courses ◽  
Comprehensive Understanding ◽  
Massive Open Online ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The University

Abstract Massive open online courses (MOOCs) are now well-established as a highly effective, flexible and large participation capacity distance learning tool. They have enabled unprecedented access to educational material for millions of people worldwide, however, still suffer from significant student non-completion. Various theories have been proposed but we still lack a comprehensive understanding of why such attrition occurs. Herein we have analysed data from all MOOCs offered by the University of Exeter (UK) in 2018 in order to investigate whether “Social Learners” (i.e. those which comment on MOOC forums) exhibit differential non-completion than “Non-Social Learners”. Results demonstrate that the former are considerably more likely to complete MOOCs, with median steps (i.e. “click points” within each MOOC) accessed (as a percentage of total steps) for Social and Non-Social Learners ranging from 50 to 100% and 9–46% respectively. In addition, the number of Non-Social Learners enrolled onto each MOOC was consistently greater than the number of Social Learners, with ratios of Non-Social Learners to Social Learners for each MOOC ranging from 1.75–11.30. Results therefore suggest that whilst Social Learners are in the minority Social Learning is an important tool to prevent student attrition. More research is therefore required in order to further understand the multifaceted value of Social Learning (i.e. technical vs purely social) in order to inform future MOOC design to maximise such benefits for students.

scholarly journals PENDAMPINGAN MASSIVE OPEN ONLINE COURSE (MOOC) DAN MEETING ONLINE PLATFORMS DALAM UPAYA MENINGKATKAN KOMPETENSI GURU MERDEKA BELAJAR DI SMA NEGERI SUBOH

2021 ◽  
Vol 1 (3) ◽  
pp. 216-220
Author(s):  
Pudjo Suharso ◽  
Sukidin Sukidin ◽  
Mukhamad Zulianto
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Sudden Change ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Online Platforms ◽  
Massive Online Open Courses ◽  
Service Activity ◽  
Open Courses

This community service activity (PKM) was carried out to assist in the situation experienced by Suboh State High School/SMK teachers against the sudden change in learning modes due to the Covid-19 pandemic. This activity, carried out in online training, explains how to design engaging online learning using MOOCs (Massive Online Open Courses) and Meeting Online Platforms technology. The online seminar is held using the Zoom platform within 180 minutes. The presentation of material on designing engaging online learning with Massive Open Online Courses (MOOCs) and Meeting Online Platforms is divided into three main parts, namely 1) introduction to Meeting Online Platforms for online learning, 2) introduction to Massive Open Online Courses (MOOCs) for learning online, and 3) Massive Open Online Courses (MOOCs) and Meeting Online Platforms. In general, this PKM activity provides an introduction and understanding of online learning design with technology that teachers of SMA/SMK Negeri Suboh can use to improve information technology skills

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

scholarly journals Identifying and Characterizing Students Suspected of Academic Dishonesty in SPOCs for Credit through Learning Analytics

2020 ◽  
Author(s):  
Daniel A. Jaramillo-Morillo ◽  
José A. Ruipérez-Valiente ◽  
Mario F. Solarte Sarasty ◽  
Gustavo A. Ramírez-González
Keyword(s):  
Academic Dishonesty ◽  
Learning Analytics ◽  
Online Courses ◽  
Market Value ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Working Groups ◽  
Academic Recognition ◽  
The University

Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills. However, the endemic issue of academic dishonesty remains lingering and generating untrustworthiness regarding what students did to complete these courses. In this case study, we focus on SPOCs with academic recognition developed at the University of Cauca in Colombia and hosted in their Open edX instance called Selene Unicauca. We have developed a learning analytics algorithm to detect dishonest students based on submission time and exam responses providing as output a number of indicators that can be easily used to identify students. Our results in two SPOCs suggest that 17% of the students that interacted enough with the courses have performed academic dishonest actions, and that 100% of the students that were dishonest passed the courses, compared to 62% for the rest of students. Contrary to what other studies have found, in this study, dishonest students were similarly or even more active with the courseware than the rest, and we hypothesize that these might be working groups taking the course seriously and solving exams together to achieve a higher grade. With MOOC-based degrees and SPOCs for credit becoming the norm in distance learning, we believe that if this issue is not tackled properly, it might endanger the future of the reliability and value of online learning credentials.

Open Courses, Informal, Social Learning and Mobile Photography

2016 ◽  
Vol 8 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Mark McGuire
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Mobile Media ◽  
Connected Learning ◽  
Creative Commons ◽  
Open Courses ◽  
Personal Interests ◽  
The Way

This paper provides an overview of MOOCs (Massive Open Online Courses) and contextualizes them within the broader trends of open, informal and mobile learning. It then discuss Phonar Nation, a free, open, non-credit five-week photography course that was offered twice in 2014 using mobile media to reach youth from 12-18 years of age. The author argues that Phonar Nation highlights several related developments that are leading to positive innovations in education. Firstly, it is not only open access but also uses and produces Creative Commons-licensed content that is open to be shared. Secondly, it is collaborative in the way that it is taught and in the way that participants are encouraged to engage with one another through social media sites. Thirdly, Phonar Nation exemplifies an approach that advocates call “Connected Learning”, which is socially embedded, driven by personal interests, and oriented to further educational and economic opportunities.

scholarly journals An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga

2019 ◽  
Vol 11 (24) ◽  
pp. 6910 ◽  
Author(s):  
Julio Ruiz-Palmero ◽  
Daniel López-Álvarez ◽  
Enrique Sánchez-Rivas ◽  
José Sánchez-Rodríguez
Keyword(s):  
Social Media ◽  
Subject Matter ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Men And Women ◽  
Level Of Satisfaction ◽  
The Subject ◽  
High Level ◽  
The University

The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by the students who completed the courses. The number of men and women as a whole is similar, although significant differences can be observed depending on the subject matter of the courses, which is also the case with the age of the students. The data revealed that 80% have university studies and 60% were working. The students in the sample learned about MOOCs mainly from other people (friends, social media, etc.) and showed a high level of satisfaction with them. It is significant that 99.4% would take another MOOC or that 97.9% would recommend it to a friend, colleague, or family member.

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.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals MOOCs - perspektiver for UC-sektoren i Danmark

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Hanne Wacher Kjærgaard ◽  
Lars Peter Bech Kjeldsen ◽  
Vibe Alopaeus Jelsbak ◽  
Thomas Bendsen
Keyword(s):  
Global Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Entry Level ◽  
Financial Pressure ◽  
Hands On ◽  
Education Market ◽  
The University

I en tid, hvor økonomien er under pres i den danske uddannelsessektor, og hvor ønsket om rationalisering af undervisningen går hånd i hånd med et ønske om øget kvalitet gennem yderligere digitalisering, bliver spørgsmålet om inddragelse af MOOCs (Massive Open Online Courses) interessant. En MOOC er et gratis kursustilbud uden adgangsbegrænsning og uden begrænsning i deltagerantal. Litteraturen (Barbour, 2012; Kim, 2012) viser, at flere universiteter relativt hovedkulds, og måske mest af frygt for ikke at få en central placering i kapløbet om de internationale studerende, har kastet sig over denne uddannelses- og kursusform. Som et bidrag til en kvalificeret drøftelse af perspektiverne for MOOCs i UC-sektoren beskriver denne artikel fænomenet og diskuterer læringsmæssige perspektiver rettet mod det globale marked for uddannelse. Målet er gennem et litteratur-review og erfaringer fra deltagelse i et antal MOOCs at afdække, hvad det kræver at udbyde en MOOC, hvad andre har gjort, hvem der udbyder, hvem der deltager, og hvilke perspektiver der kunne være for de nordiske lande.Abstract in EnglishDue to an increasing financial pressure in the Danish educational sector and a demand for rationalization as well as higher quality through digitization, the question of whether or not to adopt MOOCs (Massive Open Online Courses) becomes interesting. A MOOC is a free, online course offered to all with no entry level demands and with no limitation on participant numbers. Studies (Barbour, 2012; Kim, 2012) show that several universities have plunged into this type of courses relatively headlong, perhaps mainly driven by fear of losing out in the competition for international students.  With the intention of contributing to an informed discussion of the university college perspectives of MOOCs, this article describes the phenomenon and discusses its peda-gogical perspectives in the context of the global education market. Through a literature review as well as hands-on participation in a number of MOOCs, the aim is to uncover what it takes to offer a MOOC, what others have done, who the providers are, who the participants are, and what perspectives MOOCs might hold in a Scandinavian context.

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