scholarly journals Massive Open Online Courses as a Digital Learning Strategy of Education for Sustainable Development

2020 ◽  
Vol 8 (3) ◽  
pp. 577-589 ◽  
Author(s):  
Marcela Georgina Gómez-Zermeño
Keyword(s):  
Sustainable Development ◽  
Learning Strategy ◽  
Online Courses ◽  
Education For Sustainable Development ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online

scholarly journals Education for Sustainable Development—The Case of Massive Open Online Courses

2020 ◽  
Vol 12 (20) ◽  
pp. 8542 ◽  
Author(s):  
Agnieszka Hajdukiewicz ◽  
Bożena Pera
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Online Courses ◽  
Education For Sustainable Development ◽  
Massive Open Online Courses ◽  
Current Status ◽  
Special Focus ◽  
Massive Open Online ◽  
Learning Content ◽  
Development Goals

Education for Sustainable Development (ESD) is a key instrument in transforming societies towards sustainable development, which can play a crucial role in the achievement of Agenda 2030 Sustainable Development Goals. The main purpose of this paper is to explore the current status and problems of implementation of Education for Sustainable Development by examining the sustainability-related knowledge content included in the higher education curriculum, with a special focus on the Massive Open Online Courses (MOOCs). We used both qualitative and quantitative data collection and analysis methods, including keyword analysis of selected MOOCs’ syllabuses, to capture the nature of the studied phenomenon and enable assessment of the degree to which the sustainable development goals are integrated into the learning content. We found that most of 17 SDGs are reflected in the MOOCs learning content, but in case of some learning topics, such as “Zero hunger” and “Peace, Justice and Strong Institutions”, a bigger effort should be made to include them more broadly in the curricula. The research results can support educators’ efforts in identifying and incorporating challenging issues within the processes of curriculum development, indicating the need for a holistic and interdisciplinary approach, in which sustainability should be mainstreamed into all aspects of education.

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.

scholarly journals Two Heads Are Better Than One—Entrepreneurial Continuous Learning through Massive Open Online Courses

2020 ◽  
Vol 10 (3) ◽  
pp. 62 ◽  
Author(s):  
Agnieszka Żur
Keyword(s):  
Knowledge Spillovers ◽  
Online Courses ◽  
Knowledge Exchange ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Entrepreneurial Learning ◽  
Massive Scale ◽  
Interpretative Approach ◽  
Text Content

Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on knowledge spillover theory in order to explore the potential of Massive Open Online Courses (MOOCs) as enablers of knowledge exchange, consolidation and new knowledge creation through connecting geographically and institutionally distant actors. The research design is based on a qualitative interpretative approach exploiting a triangulation of methods by using sets of quantitative data collected from MOOC participants, five focus group interviews and text content of online course discussion groups. This study contributes to our understanding of how digital technologies enable entrepreneurial learning on a massive scale. It identifies three factors which can trigger intense horizontal knowledge spillovers on a massive scale: (i) participants’ common interests and aspirations, (ii) induced mobilisation, and (iii) participants’ optional anonymity. Additionally, the findings of this study provide useful information for potential MOOC creators regarding the design and delivery of MOOCs targeting a high density of participant interactions.

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 Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development

2019 ◽  
Vol 11 (3) ◽  
pp. 578 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Isabel Gómez-Trigueros
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Online Courses ◽  
Social Representations ◽  
Massive Open Online Courses ◽  
Potential Contribution ◽  
Future Teachers ◽  
Massive Open Online ◽  
Spanish Universities

This article analyzes, on the one hand, the perception of future teachers (n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.

scholarly journals Factors Affecting Students’ Intention to Use Massive Open Online Courses

2021 ◽  
Vol 5 (3) ◽  
pp. 63-71
Author(s):  
An Minh Ngoc Pham ◽  
Thao Lai Phuong Pham ◽  
Gam Hong Huynh ◽  
Thu Hoang Minh Vo ◽  
Anh Ngoc Kim Nguyen ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Online Courses ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Surface Learning

Massive Open Online Courses (MOOCs) attract many researchers because of their massiveness, openness, machine and peer assessment, yet there are still many questions to be answered. This study was conducted at FPT University in Can Tho during the 2020-2021 academic year using the quantitative approach. A purposeful sampling technique was used to select 226 participants who partook at least one MOOC on the Coursera platform. The questionnaire consists of 18 items adapted from Technology Acceptance Model (TAM) developed by Davis (1989), and Learning Strategies, by Marton and Säljö (1976). The findings showed that perceived ease of use (PEOU), and perceived usefulness (PU) have a great impact on students’ intention to use MOOCs in the future, PU, however, has a stronger and more direct correlation to the acceptability of MOOCs. Furthermore, surface learning strategy has a negative effect on the intention to enroll in MOOCs while deep learning strategy was not significantly correlated with intended future use of MOOCs. More importantly, a valuable finding was that surface learning strategy was in inverse proportion to courses variable and it can be lessened. Our findings are expected to offer a multi-dimensional view for students, especially those in the current context as well as MOOCs developers in order to design curricula.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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