Online learning platforms and their roles in influencing pass rate in rural communities of South Africa: Massive Open Online Courses(MOOCs)

2020 ◽  
Author(s):  
Dare Ebenezer Fatumo ◽  
S. Ngwenya
Keyword(s):  
South Africa ◽  
Online Learning ◽  
Rural Communities ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Pass Rate ◽  
Massive Open Online ◽  
Learning Platforms

scholarly journals LEARNERS’ INTERACTIONS IN MASSIVE OPEN ONLINE COURSES: ANALYSIS AND INTERPRETATION

2019 ◽  
Vol 2 ◽  
pp. 233 ◽  
Author(s):  
Anna Shurtina ◽  
Andrey Lyamin ◽  
Elena Cherepovskaya
Keyword(s):  
Online Learning ◽  
Strong Influence ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Weak Effect ◽  
Successful Completion ◽  
Massive Open Online ◽  
Video Lectures ◽  
Learning Platforms ◽  
Moderate Effect

The research is devoted to the study of data on learners’ interactions in massive open online courses. Based on the logs of online-learning platforms, the following research was made: a comparison of the behaviour of motivated and unmotivated learners regarding of video lectures, identification of the most valuable for the successful completion of the course activities of learners, creating a model of going through time-limited assignments and identification of cheating approach based on this model. The following conclusions were made: motivated and unmotivated learners watch video lectures in different ways, motivated learners appeared to be 14 times more active, the most interesting and most viewable videos were revealed. When identifying the most valuable theoretical materials influencing the successful completion of the course, the following results were obtained: some of the videos have a strong influence on the successful completion of the final assignment. Some of the videos appeared to have weak effect, they can be interpreted as non-obligatory. Ungraded tests have a positive but moderate effect on learners’ success, while communication via discussion forum has no effect at all. In addition, a model of going through time-limited assignments was built using the average passing time of reliable learners, the approach for identifying cheating with examples is presented in the study.

scholarly journals MOOCS As A Method Of Distance Education In The Arab World – A Review Paper

2015 ◽  
Vol 18 (1) ◽  
pp. 123-138 ◽  
Author(s):  
Raniah Samir Adham ◽  
Karsten Oster Lundqvist
Keyword(s):  
Online Learning ◽  
Review Paper ◽  
Online Courses ◽  
Arab World ◽  
Arab Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
The Status ◽  
Developed World

Abstract Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the main MOOCs platform in the Western and Arab worlds, and a timeline of the development of MOOCs. It will then observe the status of MOOCs in the developed world, opportunities in the Middle East, and the influence of Western MOOCs on the Arab world, from many perspectives, e.g. educational, religious, cultural and social.

scholarly journals Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Riana Mardina
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

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 Social Presence in Massive Open Online Courses

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Oleksandra Poquet ◽  
Vitomir Kovanović ◽  
Pieter De Vries ◽  
Thieme Hennis ◽  
Srećko Joksimović ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Courses ◽  
Group Cohesion ◽  
Massive Open Online Courses ◽  
Interpersonal Interactions ◽  
Massive Open Online ◽  
Body Of Knowledge ◽  
Peculiar Nature ◽  
Strong Group

The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence—a perceived sense of somebody being present and “real”—is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study’s findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users

2016 ◽  
pp. 157-175
Author(s):  
Alfredo Mendoza González ◽  
Francisco Alvarez Rodríguez
Keyword(s):  
Online Learning ◽  
User Experience ◽  
Online Courses ◽  
The Elderly ◽  
Educational Programs ◽  
Massive Open Online Courses ◽  
Disabled People ◽  
Massive Open Online ◽  
School Students ◽  
New Perspective

The intention of Massive Open Online Courses (MOOCs) is to extend online learning worldwide and to the most users as possible. Nowadays MOOCs have been used not only by undergraduate and hig-school students, but also by the elderly and the children. MOOCs have the potential to change the education in a better way to all people, including off course, the cognitive disabled people. From basic mathematics to specialized technical courses, MOOCs may enhance the opportunity to have better educational programs for cognitive disabled users, nevertheless, there are many things to do, about accessibility to guarantee a delightful user experience. This chapter introduces a new perspective to design inclusive MOOCs' interfaces.

scholarly journals Developing Lifelong Online Learning for Students through Constructivism and Massive Open Online Courses (MOOCs)

2020 ◽  
Vol 32 (4) ◽  
pp. 189-216
Author(s):  
Mahmood Ekrami ◽  
Professor Sarmadi ◽  
Leila Vatan Doust ◽  
◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online
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