scholarly journals MOOC Platforms: a Review and Comparison

2018 ◽  
Vol 7 (4.11) ◽  
pp. 70 ◽  
Author(s):  
Ummy Gusti Salamah ◽  
Rabab Alayham Abbas Helmi
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Google Scholar ◽  
Research Groups ◽  
Open Learning ◽  
Massive Open Online ◽  
Technological Infrastructure

For development courses in the Massive Open Online Courses (MOOC) requires the support of good technological infrastructure. Some MOOC platforms are part of the institution but some platforms are built by individual teachers or instructors. The objective of this study to reviews about characteristics in MOOC platforms and evaluation of comparison based on previous studies with specific in MOOC platforms. The databases in MOOC studies found in four databases namely Google Scholar, IEEExplore, Elsevier Science Direct, and Emerald. After the databases filtered, 20 papers in MOOC studies that selected and 4 databases related in development Open Learning and Udemy platforms. This study aims to bring the knowledge for the developer or research groups about MOOC platforms and as a consideration to choose which one suitable platforms to create, manage, and deliver courses.  

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 Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

2018 ◽  
Vol 18 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Mathias Decuypere
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Access To Education ◽  
Open Learning ◽  
Massive Open Online ◽  
Generic Term ◽  
Different Types ◽  
Concrete Operations

Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, socio-technical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

scholarly journals Evaluación de publicaciones del término “moodle” vs “entornos virtuales” en la divulgación

Pro Sciences ◽  
2018 ◽  
Vol 2 (8) ◽  
pp. 3-14
Author(s):  
Eliécer Francisco Castillo Bravo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Google Scholar ◽  
Massive Open Online ◽  
H Index ◽  
Publish Or Perish ◽  
Tecnología Educativa ◽  
Entornos Virtuales

Dado el impacto educativo y social alcanzando por los Massive Open Online Courses y su perspectiva de crecimiento inmediato, se desarrolla un estudio bibliométrico acerca de la evolución de este término en la divulgación, contrastando los términos Moodle y entornos virtuales. A partir de los registros obtenidos en motores de búsqueda como Google y Google Scholar a través del software Publish or Perish (Publicar o perecer) de revistas como Scielo, Revista Iberoaméricana de Educación, Edutec (Revista Electrónica de Tecnología Educativa) y Redalyc, se analizan la tendencia en cuanto a número de artículos publicados, número de citas recibidas, promedio de citas por año y su h-index de manera comparativa bibliométricamente. En la discusión se muestra cómo por ahora se han hecho aportaciones en cuanto a los dos términos, pero así también cuál de los dos términos es más utilizados por los investigadores.

Challenges for Using Massive Open Online Courses (MOOCS) in Latin America

2018 ◽  
pp. 92-109
Author(s):  
Valéria Feitosa de Moura ◽  
Juliana Nelia Nascimento Correa ◽  
José Dutra de Oliveira Neto ◽  
Cesar Alexandre de Souza ◽  
Adriana Backx Noronha Viana
Keyword(s):  
Developing Countries ◽  
Online Courses ◽  
Descriptive Analysis ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Free Access ◽  
Massive Open Online ◽  
Technological Infrastructure ◽  
Access And Quality

Open educational resources (OERs), including massive open online courses (MOOCs), have emerged as an alternative to increase the access and quality of education, reducing educational costs and inequality, particularly in developing countries. Despite their potential to improve and provide free access to quality educational resources, developing countries are making little use of these resources due to language barriers, contextualization, the technological infrastructure, and the requirement that users have basic skills. Therefore, the objective of this study is to verify the impact of language, the technological infrastructure, and users' skills in the use of MOOCs in Latin American countries through a descriptive analysis of the data obtained through a survey conducted in Brazil, Chile, and Colombia for the research project developed by the Center for the Development of Technology and Educational Environments (NPT). From the data analysis, it is possible to verify that the level of digital literacy and language are relevant factors to be considered to increase the use of MOOCs in the countries that compose the sample.

MOOCs in India: Yet to Shine

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Rupak Chakravarty ◽  
Jaspreet Kaur
Keyword(s):  
Online Courses ◽  
Target Group ◽  
Massive Open Online Courses ◽  
Private Business ◽  
Open Learning ◽  
Massive Open Online ◽  
Ancient Times ◽  
Literacy Level ◽  
The Government

Education has undergone an unprecedented change since ancient times. As a latest development Massive Open Online Courses (MOOCs) are emerging all over the globe. Embracing students from diverse geographical areas, academic backgrounds, and professional pursuits is the essence of open learning. India is in fact second largest user country of MOOCs, following US being at number one. Recognizing the same, MOOCs gained momentum in India too. While some are run by private business houses, others are introduced by the Government so as to reach the unreachable target group, achieve desired literacy level, and sharpen the skills of youth in order to deal with unemployment and promote various other projects of India viz. Make in India etc. India has still a long way to go, they are likely to be operational like a storm only by year 2020.

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

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

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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