Massive Open Online Course (MOOC) Opportunities in Health Education (HE) in a mandatory social isolation context

Background: Routine care for prevention and health promotion has reduced significantly due to the Covid-19 pandemic and mandatory social isolation measures. In this context, it is necessary to identify and describe Massive Open Online Courses (MOOCs) that provide opportunities for health education, promotion, and prevention aimed at the general population. The study is a systematic review of MOOCs on health education, health promotion, and prevention for the general population in a pandemic context. Methods: We developed a search for MOOC courses aimed at the general population on health education, health promotion, and prevention in different available MOOC platforms. We executed a descriptive analysis of the main characteristics of the selected MOOCs. Results: There were 117 MOOCs chosen on health education, promotion, and prevention for the general population. Coursera (40.3%) was the platform that offered the highest quantity of MOOCs; more than half of the MOOCs were in English (52.9%). The median (interquartile range) duration of the selected MOOCs was 11 (6–15) hours. The predominant themes were "Health promotion" (43%) and "Food and nutrition" (31%), and the origin was mainly from Europe (37.8%). Conclusions: MOOC offerings in health education are diverse, predominantly in English, of European origin, and in health promotion issues. This study opens an opportunity to multiply initiatives in different territories, considering other languages and topics more akin to each territorial reality, allowing it to be a more equitable learning opportunity in times of pandemic and compulsory social isolation.

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Massive Open Online Course (MOOC) Opportunities on Health Education (HE) during of mandatory social isolation context

10.1101/2021.03.01.21252702 ◽

2021 ◽

Author(s):

Gandy Dolores-Maldonado ◽

Jorge L. Cañari-Casaño ◽

Rosalia Montero-Romainville ◽

Germán Málaga

Keyword(s):

Health Promotion ◽

Health Education ◽

General Population ◽

Social Isolation ◽

Online Courses ◽

Descriptive Analysis ◽

Routine Care ◽

Massive Open Online ◽

Massive Open Online Course ◽

Prevention And Health Promotion

AbstractBackgroundRoutine care for prevention and health promotion has reduced significantly due to the Covid-19 pandemic and mandatory social isolation measures. In this context, it is necessary to identify and describe Massive Open Online Courses (MOOCs) that provide opportunities for health education, promotion, and prevention aimed at the general population. The study is a systematic review of MOOCs on health education, health promotion, and prevention for the general population in a pandemic context.MethodsWe developed a search for MOOC courses aimed at the general population on health education, health promotion, and prevention in different MOOC available platforms. We executed a descriptive analysis of the main characteristics of the selected MOOCs.ResultsThere were 117 MOOCs chosen on Health education, promotion, and prevention for the general population. Coursera (40.3%) was the platform that offered the highest quantity of MOOCs; more than half of MOOCs language was in English (52.9%). The median duration time in hours of the selected MOOCs was 11 (IR 6-15). The predominant themes were “Health promotion” (43%) and “Food and nutrition” (31%), and the origin was mainly from Europe (37.8%).ConclusionsMOOCs offerings in Health Education (HE) is diverse, predominantly in English, of European origin, and in health promotion issues. This study opens an opportunity to multiply initiatives in different territories, considering other languages and topics more akin to each territorial reality, allowing it to be a more equitable learning opportunity in times of pandemic and compulsory social isolation.FUNDINGNone.

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Valor dos massive open online course (MOOC) na educação para a cidadania

Pesquisa Brasileira em Ciência da Informação e Biblioteconomia ◽

10.22478/ufpb.1981-0695.2018v13n2.42995 ◽

2018 ◽

Vol 13 (2) ◽

Author(s):

Hermano Carmo ◽

Teresa Maia e Carmo

Keyword(s):

Online Courses ◽

Massive Open Online Courses ◽

Online Course ◽

Massive Open Online ◽

Massive Open Online Course ◽

Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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The Human Element MOOC

Student-Teacher Interaction in Online Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6461-6.ch017 ◽

2015 ◽

pp. 373-391 ◽

Cited By ~ 12

Author(s):

Whitney Kilgore ◽

Patrick R. Lowenthal

Keyword(s):

Online Education ◽

Social Presence ◽

Online Courses ◽

Cognitive Presence ◽

Online Course ◽

Massive Open Online ◽

Open Network ◽

Massive Open Online Course ◽

Human Element ◽

Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

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Exploring a New Learning Environment Through Massive Open Online Course

Advances in Library and Information Science - Library and Information Science in the Age of MOOCs ◽

10.4018/978-1-5225-5146-1.ch002 ◽

2018 ◽

pp. 24-36

Author(s):

Shweta Pandey ◽

Satyam Prakash Tripathi

Keyword(s):

Learning Environment ◽

Information Science ◽

Online Courses ◽

Online Course ◽

Library And Information Science ◽

Massive Open Online ◽

Scholarly Literature ◽

Massive Open Online Course ◽

Literature Reviews ◽

New Learning

As the Massive Open Online Course (MOOC) concept is adding a new dimension to online learning and presenting a deeper impact in different disciplines including the library and information science area, library and information science professionals are producing scholarly literature on MOOC-related issues. Through this chapter, the authors gave the overview of the genesis of MOOCs in a new learning environment. This article gives the outlook of MOOCs, which are one of the latest trends in education. This chapter also explores various literature reviews on the conceptual framework and discusses the online courses in general and specifically for LIS domain.

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The Human Element MOOC

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch082 ◽

2016 ◽

pp. 1736-1755

Author(s):

Whitney Kilgore ◽

Patrick R. Lowenthal

Keyword(s):

Online Education ◽

Social Presence ◽

Online Courses ◽

Cognitive Presence ◽

Online Course ◽

Massive Open Online ◽

Open Network ◽

Massive Open Online Course ◽

Human Element ◽

Instructor Presence

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A Semantic Recommendation System for Learning Personalization in Massive Open Online Courses

International Journal of Recent Contributions from Engineering Science & IT (iJES) ◽

10.3991/ijes.v8i1.14229 ◽

2020 ◽

Vol 8 (1) ◽

pp. 71

Author(s):

Sara Assami ◽

Najima Daoudi ◽

Rachida Ajhoun

Keyword(s):

Recommendation System ◽

Online Courses ◽

Learning Technologies ◽

Massive Open Online Courses ◽

Online Course ◽

Learning Context ◽

Massive Open Online ◽

New Era ◽

Learner Model ◽

Massive Open Online Course

For an innovation producing education, MOOC (Massive Open Online Course) platforms offer a plethora of learning resources and pedagogical activities to support the university’s 4.0 new era and the lifelong learning movement. Nevertheless, the rapid advances in learning technologies imply the need for personalized guidance for learners and adapted learning materials. In this paper we seek to enhance the MOOC learner experience by providing a semantic recommender system for the diversity and abundance of MOOCs available for learners. Firstly, the paper analyses the state of the art of the semantic recommendation approach in a distance learning context. Then it describes the proposed MOOC recommendation system that uses the ontological representation of the learner model and MOOCs content to make its intelligent suggestions. Finally, we explore the development phases of the semantic MOOC recommendation system to define the implications for the progress of our research.

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Experience with a Massive Open Online Course in Rural Rwanda

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v17i2.2401 ◽

2016 ◽

Vol 17 (2) ◽

Cited By ~ 7

Author(s):

Christine Warugaba ◽

Brienna Naughton ◽

Bethany Hedt Gauthier ◽

Ernest Muhirwa ◽

Cheryl L Amoroso

Keyword(s):

Online Survey ◽

Online Courses ◽

Course Completion ◽

Completion Rate ◽

Clinical Psychologist ◽

Massive Open Online ◽

Course Materials ◽

Massive Open Online Course ◽

Resource Limited ◽

Job Titles

The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion.In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions. Following the conclusion of the course, all participants were asked to complete an online survey.A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (p < 0.05), and 85% who successfully completed the course attended at least three of seven sessions. Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion.Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas.

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Understanding learner participation at scale: How and why

E-Learning and Digital Media ◽

10.1177/2042753019900963 ◽

2020 ◽

Vol 17 (3) ◽

pp. 236-252

Author(s):

Samaa Haniya ◽

Luc Paquette

Keyword(s):

Teaching And Learning ◽

Large Scale ◽

Online Courses ◽

Massive Open Online Courses ◽

Online Course ◽

Massive Open Online ◽

Learner Participation ◽

Massive Open Online Course ◽

Motivation For Learning ◽

E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

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In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i5.2348 ◽

2015 ◽

Vol 16 (5) ◽

Cited By ~ 18

Author(s):

Patrick Lowenthal ◽

Charles Hodges

Keyword(s):

Higher Education ◽

Online Courses ◽

Massive Open Online ◽

College Credit ◽

Quality Matters ◽

Massive Open Online Course ◽

High Profile ◽

Mixed Feelings ◽

The University

The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.

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