Case Study of Collaborative Learning in a Massive Open Online Course

2020 ◽  
Author(s):  
Chen Feng ◽  
Yaqian Xu
Keyword(s):  
Collaborative Learning ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals Oral production skills and pronunciation improvement in MOOCs for migrants and refugees: an unavoidable challenge

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Victoria Marrero-Aguiar
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Oral Production ◽  
Massive Open Online Course ◽  
Oral Skills

This article is focused on the challenges posed by the development of oral production skills (speaking, pronunciation) in a Massive Open Online Course (MOOC), a resource that is totally conditioned by the technologies and has very limited posibilities for individual adaptation. First of all, the difficulties that this goal poses are reviewed and confronted with some successful precedents that show how to deal with those challenges. Next, we present a case study in which some strategies and resources have been used to develop oral skills and improve pronunciation in technologically mediated environments, an Spanish L-MOOC for migrants and refugees, absolute beginners, developed at UNED (Spain).

scholarly journals Utilizing Text Mining and Feature-Sentiment-Pairs to Support Data-Driven Design Automation Massive Open Online Course

2021 ◽  
Vol 16 (01) ◽  
pp. 134
Author(s):  
Nasa Zata Dina ◽  
Riky Tri Yunardi ◽  
Aji Akbar Firdaus
Keyword(s):  
Text Mining ◽  
Design Automation ◽  
Online Reviews ◽  
User Preferences ◽  
User Preference ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Related Design

This study aimed to develop a case-based design framework to analyze online us-er reviews and understanding the user preferences in a Massive Open Online Course (MOOC) content-related design. Another purpose was to identify the fu-ture trends of MOOC content-related design. Thus, it was an effort to achieve da-ta-driven design automation. This research extracts pairs of keywords which are later called Feature-Sentiment-Pairs (FSPs) using text mining to identify user preferences. Then the user preferences were used as features of an MOOC content-related design. An MOOC case study is used to implement the proposed framework. The online reviews are collected from www.coursera.org as the MOOC case study. The framework aims to use these large scale online review data as qualitative data and converts them into quantitative meaningful infor-mation, especially on content-related design so that the MOOC designer can de-cide better content based on the data. The framework combines the online re-views, text mining, and data analytics to reveal new information about users’ preference of MOOC content-related design. This study has applied text mining and specifically utilizes FSPs to identify user preferences in the MOOC content-related design. This framework can avoid the unwanted features on the MOOC content-related design and also speed up the identification of user preference.

scholarly journals Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study

10.2196/10982 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e10982 ◽  
Author(s):  
Abrar Alturkistani ◽  
Azeem Majeed ◽  
Josip Car ◽  
David Brindley ◽  
Glenn Wells ◽  
...  
Keyword(s):  
Health Care ◽  
Data Collection ◽  
Continuing Education ◽  
Data Science ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals An Exploratory Study of Emotional Affordance of a Massive Open Online Course

2014 ◽  
Vol 17 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Jeremy C.Y. Cheng
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Learning Community ◽  
Exploratory Study ◽  
Online Course ◽  
Massive Open Online ◽  
Achievement Emotions ◽  
Virtual Ethnography ◽  
Massive Open Online Course ◽  
Age Diversity

Abstract This exploratory study examines emotional affordance of a massive open online course (MOOC). Postings in a discussion forum of a MOOC in computer science are analysed following a research design informed by virtual ethnography. Emotional affordance is investigated, focusing on nonachievement emotions which are not directly linked to achievement activities or outcomes. The study identifies two non-achievement emotions in the MOOC. First, altruistic emotion evolves with the collaborative learning community and possibly compensates for teachers’ minimal emotional intervention in a large, diverse class. Second, intergenerational emotional resonance is observed and this bears a key implication on managing age diversity for the future MOOCs.

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