scholarly journals Online and blended entrepreneurship education: a systematic review of applied educational technologies

2021 ◽  
Author(s):  
Li Chen ◽  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Serious Games ◽  
Online Courses ◽  
Supply And Demand ◽  
Entrepreneurship Education ◽  
Massive Open Online Courses ◽  
Educational Technologies ◽  
Social Software ◽  
Massive Open Online

AbstractThe supply and demand of entrepreneurship education at university level commenced in 1938. With the proven entrepreneurial effectiveness in economic development and the efforts of scholars, policymakers and other stakeholders, competencies in entrepreneurship are becoming a set of essential learning objectives. In the digital era, entrepreneurship education can be made available in an online and blended format. Thereby, this study presents a systematic analysis of research focusing on blended and online entrepreneurial learning and teaching. Based on five keywords, collating an initial set of 121 articles, this systematic review details the research outcomes of the resulting set of 38 published research articles/contributions, where each described a specific online and blended learning environment. We obtained and analyzed the following information from each of these articles: definition of entrepreneurship education, context of study, methodology, applied technology, focused group, sample, outcome of entrepreneurship education and research rigor. Our findings showed that the current research status and achievements scholars have contributed in educational technologies utilized by online and blended entrepreneurship education can be summarized into three categories: social media, serious games and Massive Open Online Courses. In order to compare these technologies, we selected five examples from three educational technologies and utilized a marking sheet for evaluation and assessment. In general, it was found that Wiki was used to discuss entrepreneurial concepts and that Facebook was the most common social software in entrepreneurship education. In terms of serious games, FLYGBY and SimVenture facilitated the gamification and enjoyment of entrepreneurship activities the most. Finally, as Massive Open Online Courses platform, Coursera offers plenty of/online entrepreneurship education courses. In a nutshell, in online and blended entrepreneurship education, social media was utilized to facilitate cooperation amongst participants; serious games were used to enhance students’ enjoyment and engagement; and Massive Open Online Courses provided a platform as well as high-quality learning resources, anywhere anytime. Hence, each technology has advantages and challenges when we apply it to entrepreneurship education. We conclude that instructors and learners need to successfully compare and choose the most appropriate combination of technologies to achieve entrepreneurial course aims.

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

The MOOCs

2015 ◽  
pp. 228-247 ◽  
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

The MOOCs

2016 ◽  
pp. 1829-1848
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

Tweeting Continuing Education

2018 ◽  
Vol 9 (1) ◽  
pp. 79-101
Author(s):  
Ritanjali Panigrahi ◽  
Praveen Ranjan Srivastava
Keyword(s):  
Social Media ◽  
Continuing Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Twitter Data ◽  
Social Media Tools ◽  
The Government ◽  
Conventional Classroom

The rapid growth of technology has transformed education from conventional classroom teaching to learner centred, flexible learning anytime anywhere resulting in the popularity of Massive Open Online Courses (MOOCs). It is evident that many MOOCs have adopted social media tools to engage their learners through information sharing, participation, and collaboration to create and consume information. In addition to this, social media is the best place to understand crowd sentiments considering the massive amount of data being generated. This study through text mining of MOOC providers related Twitter data discovers the sentiments of users towards MOOCs, association rules, and the engagement of MOOC providers in Twitter. This article also analyses the traits of the influencers in seven MOOC providers and discovers that the influencers are popular users with higher numbers of followers count. The implications are discussed for MOOC industry, academic institutions, and the government.

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 Peer Assessment Dataset

2016 ◽  
Vol 3 (2) ◽  
pp. 322-324 ◽  
Author(s):  
Andrii Vozniuk ◽  
Adrian Holzer ◽  
Denis Gillet
Keyword(s):  
Social Media ◽  
University Students ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Master's Level ◽  
Massive Open Online ◽  
Supporting Tool

Peer assessment is seen as a powerful supporting tool to achieve scalability in the evaluation of complex assignments in large courses, possibly virtual ones, as in the context of massive open online courses (MOOCs). However, the adoption of peer assessment is slow due in part to the lack of ready-to-use systems. Furthermore, the validity of peer assessment is still under discussion. In this paper, in order to tackle some of these issues, we present a dataset containing assessment of student submissions by peer students and by instructors during our Social Media course with 60 master's level university students. The dataset allows to train and test algorithms predicting grades of instructors based on grades of peer students.

The Ethics of Machine-Based Learning

2017 ◽  
Vol 9 (1) ◽  
pp. 53-66
Author(s):  
James E. Willis III ◽  
Viktoria A. Strunk
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Technologies ◽  
Massive Open Online ◽  
Communities Of Learners ◽  
Technological Advances ◽  
Instruction And Learning ◽  
Educational Delivery

Technological advances in the previous two decades have created an environment of innovation; however, there seems to be sometimes conflicting, emerging educational practices within communities of learners and educators. The central role of the instructor is being redefined by technology due to quickly-changing educational delivery modalities. By employing utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. Teaching and learning in massive open online courses, automated instruction, and learning analytics is altering the role of human instructors. This rapid modification of instructors' roles suggests that the ethical discourse of new educational technologies can be a frontier of critical thinking, especially as rubric-driven, automatic graders are refined and scaled.

scholarly journals Massive Open Online Courses (MOOCs) Dropout Rate in the World: A Systematic Review Protocol

2020 ◽  
Author(s):  
Manoosh Mehrabi ◽  
Ali Reza Safarpour ◽  
Abbas Ali Keshtkar
Keyword(s):  
Systematic Review ◽  
Online Courses ◽  
Meta Analysis ◽  
Dropout Rate ◽  
Open Science ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
Review Protocol ◽  
Science Framework

Abstract BackgroundRecently, massive open online courses (MOOCs) have received increasing popularity throughout the world. Regardless of the subject taught and the university providing the course, the dropout rate of MOOCs is one of the most important challenges ahead.Methods This systematic review will search MEDLINE/PubMed, Scopus, Web of Science (Clarivate Analytics), Embase (Embase.com), ASSIA, CINAHL, Education Research, BEI, and Eric databases systematically according to predefined criteria without language restrictions to retrieve prospective and retrospective observational studies conducted between the 1st of January 2000 and 30th of March 2020 which evaluated the frequency of leaving MOOCs throughout the world. In the absence of severe methodological heterogeneity, the data will be combined and a meta-analysis will be performed. DiscussionAs dropout rate is one of the most challenges that universities may encounter, this systematic review will help universities extend their view, save their resources or maybe design their MOOCs differently.RegistrationRegistered in Open Science Framework, available at: https://osf.io/jgyqx/

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