scholarly journals Massive open online courses in professional development of Engineering students

2018 ◽  
Vol 55 ◽  
pp. 03004
Author(s):  
Artyom Zubkov
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Engineering Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Professional Competencies ◽  
Massive Open Online ◽  
Language For Specific Purposes

The article considers the possibilities of using massive open online courses (MOOCs) to build professional competencies of engineering students. Engineering online courses delivered on international educational platforms are studied. The criteria for inclusion of MOOCs in the list of courses recommended for integration into the training of future engineers at university are given. The integration models of these courses are generalised. The positive aspects and difficulties of MOOCs integration are given. It is concluded that MOOCs are efficient for usage in teaching foreign language for specific purposes.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

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.

scholarly journals LMOOC para la integración de personas desplazadas

2021 ◽  
pp. 463-477
Author(s):  
Mercedes Sanz Gil
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Foreign Language Learning ◽  
Massive Open Online Courses ◽  
Cultural Barriers ◽  
Massive Open Online ◽  
Language And Culture ◽  
Displaced People

Uno de los principales retos a los que se enfrentan las personas desplazadas es hacer frente a las barreras lingüísticas y culturales que supone el desconocimiento, en la mayoría de los casos, de la lengua y de la cultura del país de destino. Actualmente, y gracias a las Tecnologías de la Información y la Comunicación, existen numerosos recursos y aplicaciones que pueden ayudar a paliar dichas carencias, antes o durante el periodo en el que se desarrolla la movilidad. En este artículo presentamos algunos de ellos. En concreto nos centramos en el formato MOOC (Cursos masivos abiertos en línea, por sus siglas en inglés) para el aprendizaje de lenguas extranjeras (LMOOC). Analizaremos dos LMOOC de aprendizaje del Español como Lengua Extranjera (ELE) destinado principalmente al colectivo de personas inmigrantes y refugiadas y tres de aprendizaje del Francés como Lengua Extranjera (FLE) destinado principalmente a personas desplazadas por motivos laborales o educativos. One of the main challenges faced by displaced people is dealing with the linguistic and cultural barriers that arise from the lack of knowledge, in most cases, of the language and culture of the destination country. At present, thanks to Information and Communication Technologies (ICTs), there are numerous resources and applications that can help to alleviate these deficiencies, before, or during the period in which mobility develops. In this article we present some of them. More specifically, this article focuses on the MOOC (Massive Open Online Courses) format for foreign language learning (LMOOC). We will analyze two LMOOCs for learning Spanish as a Foreign Language (SFL) aimed mainly at migrants and refugees; and three for learning French as a Foreign Language (FFL) aimed mainly at people displaced for work or educational reasons. L'un des principaux défis auxquels les personnes déplacées sont confrontées est celui de faire face aux barrières linguistiques et culturelles qui découlent du manque de connaissance, dans la plupart des cas, de la langue et de la culture du pays de destination. De nos jours, et grâce aux Technologies de l'Information et de la Communication (TIC), il existe de nombreuses ressources et applications qui peuvent contribuer à pallier ces lacunes, avant, ou pendant la période de mobilité. Dans cet article, nous en présentons quelques-unes. Nous nous concentrons en particulier sur le format MOOC (Massive Open Online Courses) pour l'apprentissage des langues étrangères (LMOOC). Nous analyserons deux LMOOC pour l'apprentissage de l'Espagnol comme Langue Étrangère (ELE) destinés principalement à des personnes migrantes et réfugiées et trois pour l'apprentissage du Français comme Langue Étrangère (FLE) destinés principalement aux personnes en déplacement pour des raisons professionnelles ou éducatives.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2018 ◽  
pp. 37-65
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Massive Open Online Courses: A Source of Effective Professional Development for In-service Teachers

2021 ◽  
Vol 19 (2) ◽  
pp. 112-144
Author(s):  
Camille Berry ◽  
Avalloy McCarthy-Curvin ◽  
Sharon Bramwell-Lalor ◽  
Schontal Moore ◽  
Mairette Newman ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
American Teacher ◽  
The Caribbean ◽  
Education Network ◽  
Research Show ◽  
Effective Source

The ever-changing needs of society justify the necessity for teachers to engage in continuous learning. Teachers are encouraged to participate in professional development activities that will help them develop the knowledge and skills that are required to meet the needs of a 21st century society. It is recognised that access to professional development has increased since Massive Open Online Courses (MOOCs) became an option for in-service teachers who traditionally found it difficult to access certain professional development activities because of distance and lack of convenience.A survey was administered to 72 respondents to capture the experiences of in-service teachers from the Caribbean, who participated in a MOOC offered by the Inter-American Teacher Education Network (ITEN). The survey explored the MOOC participants’ perception of the MOOC as a source of professional development, as well as the extent to which they applied the content learnt in the ITEN MOOC. The findings of this research show that 95% of the participants perceived the ITEN MOOC to be an effective source of professional development and were able to apply the content to their professional context. The findings further suggest that MOOCs across the globe provide an opportunity for in-service teachers to forge partnerships and establish learning communities that will improve their professional knowledge and skills.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2021 ◽  
pp. 107-128
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

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.

Examining the Views of Engineering Students about Massive Open Online Courses

2021 ◽  
Author(s):  
Tarik Kisla ◽  
Senem Kumova Metin ◽  
Bahar Karaoglan ◽  
Elif Kubra Demir
Keyword(s):  
Engineering Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals MASSIVE OPEN ONLINE COURSES AS A MEANS OF BORDER GUARDS’ PROFESSIONAL COMPETENCE DEVELOPMENT

2020 ◽  
Vol 75 (1) ◽  
pp. 279-293
Author(s):  
Ольга Василівна Лемешко ◽  
Олена Володимирівна Янковець ◽  
Володимир Володимирович Лемешко ◽  
Андрій Володимирович Янковець ◽  
Ірина Олегівна Басараба
Keyword(s):  
Professional Competence ◽  
Online Courses ◽  
Rapid Development ◽  
Further Education ◽  
The State ◽  
Border Crossing ◽  
Massive Open Online Courses ◽  
Professional Competencies ◽  
Learning Technology ◽  
Massive Open Online

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a modern learning technology. This paper examines the issue of developing professional competencies in further training of border guards through MOOCs. Mobile learning, distance education, use of the information technologies have been differentiated. The preparation for life-long learning is especially important for border guards due to the rapid development of the information technology. Further education helps them counter threats to national security, conflicts and non-standard situations at the border crossing points, and new methods violators use to forge documents, to smuggle goods and to cross the state border. The use of MOOCs for advanced training in the State Border Guard Service of Ukraine has been analyzed. The purpose of the article is to analyze the application of MOOCs for developing professional competencies of border guards. Each MOOC is aimed at developing the Integral competence, General competencies and Professional (special) competencies of border guard officers. The ability to communicate in English is one of the special competencies of border guards, and it is essential for effective protection of the state border. The peculiarities of development of MOOC “Conducting the second line check at border crossing points” for training of border guards who serve in the border guard units and want to be promoted to higher positions have been investigated. The experiment was carried out at the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine and involved 276 border guards. The analysis of the results of the developed distance course testified its effectiveness. The generalization of feedback from the participants in this course also indicated an increase in the motivation of border guards to develop personal professional skills, especially for communication in a foreign language. The results of the study have been further discussed and the practical suggestions for MOOC developers have been outlined.

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