scholarly journals Delivering WASH education at scale: evidence from a global MOOC series

2021 ◽  
pp. 095624782098775
Author(s):  
Fabian Suter ◽  
Christoph Lüthi
Keyword(s):  
Latin America ◽  
Blended Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Interactive Learning Environments ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Sanitation And Hygiene

The water, sanitation and hygiene (WASH) sector is facing a shortfall of several million appropriately skilled professionals. Massive open online courses (MOOCs) can play a crucial role in addressing this. This paper presents the case study of the MOOC series “Sanitation, Water and Solid Waste for Development”, which has reached over 120,000 learners within six years. It has attracted mainly well-educated, employed learners, under 34 years old, from Asia, Latin America and Africa. Underrepresentation of female learners remains a challenge. While MOOCs have proven excellent for delivering WASH education at scale, some alternative formats (e.g. blended learning, small private online courses) allow more collaborative, interactive learning environments. Three practical examples from Nigeria, Indonesia and Mozambique indicate the potential for synergies among MOOCs and further learning formats. With the global shift towards digital learning due to the COVID-19 pandemic, MOOCs have gained further traction.

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 The Challenge of Teaching Mobile Journalism through MOOCs: A Case Study

2020 ◽  
Vol 12 (13) ◽  
pp. 5307 ◽  
Author(s):  
Laura Cervi ◽  
José Manuel Pérez Tornero ◽  
Santiago Tejedor
Keyword(s):  
Online Courses ◽  
Pilot Project ◽  
Massive Open Online Courses ◽  
Open Learning ◽  
Massive Open Online ◽  
Current Challenge ◽  
New Models ◽  
Journalistic Practice ◽  
The Way

Smartphones have become a key social tool: They have changed the way people consume, receive and produce information, providing potentially anyone with the opportunity to create and share content through a variety of platforms. The use of smartphones for gathering, producing, editing and disseminating news gave birth to a new journalistic practice, mobile journalism. Incorporating mobile journalism is, thus, the current challenge for journalism educators. Our article aims at discovering whether new models of education, such as massive online courses, can help mobile journalism training. The research focuses on the first pilot project of a massive open online courses (MOOC) on mobile journalism, the Y-NEX MOOC. By assessing structure, functioning and participants’ opinion, the objective is to discover if MOOCs prove to be useful tools in mobile journalism training. Results show that this model of distance open learning can be helpful for mobile journalism training, providing some recommendations for improvement.

scholarly journals Identifying and Characterizing Students Suspected of Academic Dishonesty in SPOCs for Credit through Learning Analytics

2020 ◽  
Author(s):  
Daniel A. Jaramillo-Morillo ◽  
José A. Ruipérez-Valiente ◽  
Mario F. Solarte Sarasty ◽  
Gustavo A. Ramírez-González
Keyword(s):  
Academic Dishonesty ◽  
Learning Analytics ◽  
Online Courses ◽  
Market Value ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Working Groups ◽  
Academic Recognition ◽  
The University

Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills. However, the endemic issue of academic dishonesty remains lingering and generating untrustworthiness regarding what students did to complete these courses. In this case study, we focus on SPOCs with academic recognition developed at the University of Cauca in Colombia and hosted in their Open edX instance called Selene Unicauca. We have developed a learning analytics algorithm to detect dishonest students based on submission time and exam responses providing as output a number of indicators that can be easily used to identify students. Our results in two SPOCs suggest that 17% of the students that interacted enough with the courses have performed academic dishonest actions, and that 100% of the students that were dishonest passed the courses, compared to 62% for the rest of students. Contrary to what other studies have found, in this study, dishonest students were similarly or even more active with the courseware than the rest, and we hypothesize that these might be working groups taking the course seriously and solving exams together to achieve a higher grade. With MOOC-based degrees and SPOCs for credit becoming the norm in distance learning, we believe that if this issue is not tackled properly, it might endanger the future of the reliability and value of online learning credentials.

scholarly journals Educommunication in digital environments: an interaction´s perspective inside and beyond the classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 34-41
Author(s):  
Andres Chiappe ◽  
Nubia Amado ◽  
Leonardo Leguizamón
Keyword(s):  
Online Courses ◽  
Practical Implication ◽  
Point Of View ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Interaction Processes ◽  
Digital Environments ◽  
E Learning ◽  
Digital Learning Environments

In a highly interconnected and technology-mediated world, the way in which education is recognized as a communicative phenomenon is highly relevant to understand its development and future possibilities. In this text, educommunication is analyzed from the point of view of interactions that occur in different digital learning environments, especially in ICT-enhanced classrooms, blended learning, e-learning, mobile learning and Massive Open Online Courses (MOOC). This analysis was conducted from a systematic literature review of 240 papers that describe research generated on these topics, during the last 20 years.The results show that beyond the importance of interaction for the development of educational practices, different digital environments involve different ways of conceiving and deploying interaction processes, inside and outside the classroom.This implies the imperative need to adjust the current processes of teacher training in such a way that teachers can understand these differences and recognize both their theoretical and practical implication.

Sign in / Sign up

Export Citation Format

Share Document