scholarly journals A comparison of MOOC development and delivery approaches

2017 ◽  
Vol 34 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Neil Smith ◽  
Helen Caldwell ◽  
Mike Richards ◽  
Arosha Bandara
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Institutional Support ◽  
Massive Open Online Courses ◽  
The Other ◽  
Massive Open Online ◽  
Content Type ◽  
Cost Development ◽  
Development Processes ◽  
Small Team

Purpose The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University. Design/methodology/approach The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers. Findings MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively. Originality/value This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

Participating by activity or by week in MOOCs

2018 ◽  
Vol 119 (9/10) ◽  
pp. 572-585 ◽  
Author(s):  
Alok Baikadi ◽  
Carrie Demmans Epp ◽  
Christian D. Schunn
Keyword(s):  
Learning Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Full Spectrum ◽  
Content Type ◽  
Activity Form

Purpose The purpose of this study was to provide a new characterization of the extent to which learners complete learning activities in massive open online courses (MOOCs), a central challenge in these contexts. Prior explorations of learner interactions with MOOC materials have often described these interactions through stereotypes, which accounts for neither the full spectrum of potential learner activities nor the ways those patterns differ across course designs. Design/methodology/approach To overcome these shortcomings, the authors apply confirmatory and exploratory factor analysis to learner activities within three MOOCs to test different models of participation across courses and populations found within those courses. Findings Courses varied in the extent to which participation was driven by learning activities vs time/topic or a mixture of both, but this was stable across offerings of the same course. Research limitations/implications The results call for a reconceptualization of how different learning activities within a MOOC are designed to work together, to better allow strong learning outcomes even within one activity form or more strongly encourage participation across activities. Originality/value The authors validate new continuous-patterns rather than a discrete-pattern participation model for MOOC learning.

scholarly journals MOOCs: a differentiation by pedagogy, content and assessment

2018 ◽  
Vol 35 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Misrah Hamisah Mohamed ◽  
Michael Hammond
Keyword(s):  
Instructional Design ◽  
Design Methodology ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Content Type ◽  
Fine Grained ◽  
Course Materials

Purpose Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences. Design/methodology/approach The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment. Findings The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment. Originality/value The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers.

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.

An interview with Dr Barry Fishman: rethinking higher education

2016 ◽  
Vol 24 (3) ◽  
pp. 221-226
Author(s):  
Lorraine A. Jacques
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Student Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
University Of Michigan ◽  
Massive Open Online ◽  
Content Type

Purpose The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education. Design/methodology/approach This article summarizes an interview with Dr Fishman conducted in December 2015. Findings Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation. Originality/value Changes in technology can enable researchers and educators easier access to implementing various learning environments.

Forecasting the impacts of the “future of work” on universities: a sociological perspective

2020 ◽  
Vol 28 (1) ◽  
pp. 63-71
Author(s):  
Roger Pizarro Milian ◽  
Scott Davies
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Social Forces ◽  
Massive Open Online ◽  
Content Type ◽  
Future Of Work ◽  
For Profit ◽  
The Future ◽  
Institutional Forces

Purpose The purpose of this study is to analyse the prospective impact of the future of work on universities. Design/methodology/approach Several brief case studies of heralded disruptors of higher education (HE) – including digital badges, for-profit universities and massive open online courses – are reviewed to illustrate inertial forces in the system. Findings The results indicate that several social forces will protect most universities from significant disruption, with the impetus for change being felt mostly in the periphery of the system. Originality/value The argument presented in this study serves as a corrective to claims that looming changes in the nature of work will radically disrupt universities. It calls for more nuanced theorizing about the interaction between technical and institutional forces in HE.

Massive open online courses (MOOCs): a tool for intercontinental collaboration in archives and records management education in Eswatini

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Collence Takaingenhamo Chisita ◽  
Vusi Wonderboy Tsabedze
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Learning Opportunities ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Records Management ◽  
Interpretive Research ◽  
Massive Open Online ◽  
Content Type ◽  
Qualitative Research Methodology

Purpose The study aims to assess the views of archives and records management (ARM) professionals in Eswatini about massive open online courses (MOOCs). The purpose of this study is to explore the potential of MOOCs as open gateways for ongoing learning opportunities to scholars, institutions and academics across the globe. It explores the challenges of providing MOOCs in a developing country such as Eswatini. Design/methodology/approach The study was anchored on the interpretive research paradigm and adopted a qualitative research methodology. The study used maximum variation sampling to identify individuals that would constitute the research sample. The rationale behind this sampling is to obtain participants with a shared experience within a phenomenon but who have some demographic variance. Findings The findings revealed that there was lack of awareness of the potential of MOOCs in revolutionizing the delivery of ARM courses in Eswatini. The findings support the need for higher education institutions in Eswatini to adopt MOOCs to deliver ARM courses. The study revealed that access to internet connectivity was among the key inhibitors undermining the adaptation of MOOCs for the delivery of ARM courses in Eswatini. Originality/value The novelty of the study is that it brings into the limelight the factors that impede the adaptation of MOOCs for the delivery of ARM courses in Eswatini. It brings into focus the challenges encountered by ARM institutions in Eswatini in moving towards a MOOC-centric mode of course delivery.

Non library oriented MOOCs useful for LIS professionals and students

2017 ◽  
Vol 34 (9) ◽  
pp. 19-20 ◽  
Author(s):  
Sarika Sawant
Keyword(s):  
Design Methodology ◽  
Information Science ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online ◽  
Content Type ◽  
Knowledge And Skills ◽  
Management Technology ◽  
Technology Marketing

Purpose The purpose of this paper is to compile a list of non-library and information science (LIS) massive open online courses (MOOCs) useful for LIS professionals and students. Design/methodology/approach Major MOOC platforms were scanned to check which are useful MOOCs that LIS professionals can take up. Findings Around 12 different courses were identified by the researcher in various fields such as management, technology, marketing and research. Research limitations/implications Only three MOOC platforms were consulted. Originality/value The paper gives an overview of MOOCs other than the LIS field and how they can enrich the LIS professionals' knowledge and skills.

Decoding and designing massive open online courses (MOOCs)

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Archana Shrivastava ◽  
Ashish Shrivastava
Keyword(s):  
Factor Analysis ◽  
Online Education ◽  
Product Design ◽  
Online Courses ◽  
Research Question ◽  
Massive Open Online Courses ◽  
Purchase Decision ◽  
Relative Importance ◽  
Massive Open Online ◽  
Content Type

Purpose This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering. Design/methodology/approach This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers. Findings Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons. Originality/value There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.

scholarly journals Factors leading to effective teaching of MOOCs

2016 ◽  
Vol 11 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Billy Tak-ming Wong
Keyword(s):  
Effective Teaching ◽  
Design Methodology ◽  
Teaching Effectiveness ◽  
Online Courses ◽  
Meta Analysis ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Course Assessment ◽  
Course Materials

Purpose The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs). Design/methodology/approach A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses. Findings The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors. Research limitations/implications As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness. Originality/value The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

scholarly journals Gamification in training and development processes: perception on effectiveness and results

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Simeia Azevedo Santos ◽  
Leonardo Nelmi Trevisan ◽  
Elza Fátima Rosa Veloso ◽  
Marcelo Antonio Treff
Keyword(s):  
Virtual Reality ◽  
Design Methodology ◽  
Training And Development ◽  
The Other ◽  
Statistical Software ◽  
Content Type ◽  
Analysis Techniques ◽  
Development Processes ◽  
Game Elements ◽  
Online Form

PurposeGamification is the use of game elements in different contexts. It is also a tool with potential application in several areas, including training and development. From this reference, this study has a main objective to identify a perception of efficiency and the measurable results in the process of gamification in training and development actions.Design/methodology/approachThe quantitative stage of the research sought to investigate the perception of efficiency of professionals who have already undergone gamified training, collected through an online form with responses on a Likert scale and treated with the Minitab Statistical Software. The qualitative stage, on the other hand, identifies the perception of results through classification with professionals who develop gamified training, with the results found in the content analysis techniques.FindingsThe compiled results confirmed the presence of engagement and its influence on motivation as one of the advantage points for the application of gamification. It was also possible to find in these results the relevance of design care for the game/training interaction to work effectively.Originality/valueAmong the trends of greatest incidence found in the research, are the possibility of associating gamification with virtual reality and augmented reality, as well as with simulators to enhance the experience lived by the player during training.

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