Examining communities of inquiry in Massive Open Online Courses: The role of study strategies

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

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Role of Massive Open Online Courses in Transforming Higher Education in India

Asian Journal of Research in Social Sciences and Humanities ◽

10.5958/2249-7315.2017.00331.8 ◽

2017 ◽

Vol 7 (6) ◽

pp. 62

Author(s):

G Hema ◽

Vinita Advani

Keyword(s):

Higher Education ◽

Online Courses ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Education In India

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The Role of Virtual Worlds for Enhancing Student-Student Interaction in MOOCs

User-Centered Design Strategies for Massive Open Online Courses (MOOCs) - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9743-0.ch013 ◽

2016 ◽

pp. 208-221 ◽

Cited By ~ 2

Author(s):

Rosa Reis ◽

Paula Escudeiro

Keyword(s):

Virtual Worlds ◽

Online Courses ◽

Interaction Model ◽

Massive Open Online Courses ◽

Massive Open Online ◽

The Core ◽

Constructive Process ◽

Core Concepts ◽

Changing Role

This theoretical chapter attempts to clarify interaction role in Massive Open Online Courses (MOOCS) and increased emphasis on utilization the virtual worlds, as tools to a constructive process where the learner should be actively involved. An overview of the core concepts of the MOOCs and Virtual Worlds is provided and an explanation of how these environments can be used for helping in creation more authentic learning activities. The chapter presents an interaction model based on collaboration, so as to elucidate the major design differences. In conclusion, we want explore the changing role of formal learning in an era open education, where the Massive Open Online Courses can allow access, in many cases completely free of cost to the learner.

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Application of MOOCs for borrowers’ financial education in microfinance

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2017.09.010 ◽

2017 ◽

pp. 160-176

Keyword(s):

Customer Service ◽

Online Courses ◽

Financial Education ◽

Structured Interview ◽

Research Strategy ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Internet Connection ◽

Interview Research

The main objective of this research was to explore current borrowers’ financial education in microfinance and determine the possibilities of adopting massive open online courses (MOOCs) for such individuals. We adopted a semi-structured interview research strategy. A total of 25 employees and borrowers in BRAC’s (Bangladesh Rehabilitation Assistance Committee and then Bangladesh Rural Advancement Committee, currently, BRAC does not represent an acronym) microfinance program were interviewed and the data were analyzed qualitatively. The results show that BRAC’s microfinance program provides borrowers’ financial education in terms of a pre-disbursement orientation and four-day training through the creation of a new role of customer service assistant. The results also reveal that edu-entertainment, easy understanding, and more borrower participation are the main possible opportunities for adopting MOOCs for borrowers’ financial education. We identified infrastructure, Internet connection, and funding as possible hindrances to adopting MOOCs for financial education. Finally, we propose a framework for adopting MOOCs for borrowers’ financial education in microfinance.

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Massive Open Online Courses as an Augmentation of E-Learning: A Review

International Journal on Perceptive and Cognitive Computing ◽

10.31436/ijpcc.v4i2.69 ◽

2018 ◽

Vol 4 (2) ◽

pp. 1-4

Author(s):

Mohamed Ali Mahmod ◽

Asma Md. Ali ◽

Asadullah Shah

Keyword(s):

Online Courses ◽

Massive Open Online Courses ◽

Learning Theories ◽

Educational Institutions ◽

The Internet ◽

Practical Implementation ◽

Massive Open Online ◽

Scientific Papers ◽

E Learning

Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific papers thatinvestigates the global role of MOOCs in e-learning. MOOCs has emerged due to learning theories relatedto learners whether individuals or networks of learners. Therefore, this paper reviews Massive Open OnlineCourses characteristics, it spread around the world, its practical implementation in e-learning LearningManagement Systems (LMS) and its theoretical contributing roles to enhance e-learning through its rolesin promoting e-learning theories.

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Retention in MOOCS: some key factors

Ensaio Avaliação e Políticas Públicas em Educação ◽

10.1590/s0104-40362020002802667 ◽

2020 ◽

Author(s):

Andrés Chiappe ◽

Blanca Diana Lorena Castillo

Keyword(s):

Online Courses ◽

Massive Open Online Courses ◽

Dropping Out ◽

Review Of Literature ◽

Key Factors ◽

Massive Open Online ◽

Educational Trend ◽

The Subject ◽

Main Factors

Abstract The dropping out of students in the Massive Open Online Courses (Mooc) has been the subject of debate and concern on the part of educational researchers and practitioners during the last decade. Considering its growth as an educational trend and the emerging research generated on this topic, a systematic review of literature on 131 studies was conducted about attrition in both cMooc and xMoocs. The results highlight the role of collaboration, the sense of community, the need for certification and standardization as the main factors that affect attrition in Moocs.

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The Ethics of Machine-Based Learning

International Journal of Sociotechnology and Knowledge Development ◽

10.4018/ijskd.2017010104 ◽

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.

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