scholarly journals Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Aras Bozkurt ◽  
Whitney Kilgore ◽  
Matt Crosslin
Keyword(s):  
Learning Community ◽  
First Generation ◽  
Online Courses ◽  
Actor Network Theory ◽  
Learning Opportunities ◽  
Massive Open Online Courses ◽  
Teaching Presence ◽  
Massive Open Online ◽  
Research Findings ◽  
Teaching Learning

Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’ needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals Topic Discovery of Online Course Reviews Using LDA with Leveraging Reviews Helpfulness

2019 ◽  
Vol 9 (1) ◽  
pp. 426
Author(s):  
Fetty Fitriyanti Lubis ◽  
Yusep Rosmansyah ◽  
Suhono H. Supangkat
Keyword(s):  
Topic Modeling ◽  
Online Courses ◽  
Influential Factors ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Small Scale ◽  
Massive Open Online ◽  
Topic Discovery ◽  
Modeling Approach ◽  
Teaching Learning

Despite the popularity of the Massive Open Online Courses, small-scale research has been done to understand the factors that influence the teaching-learning process through the massive online platform. Using topic modeling approach, our results show terms with prior knowledge to understand e.g.: Chuck as the instructor name. So, we proposed the topic modeling approach on helpful subjective reviews. The results show five influential factors: “learn easy excellent class program”, “python learn class easy lot”, “Program learn easy python time game”, and “learn class python time game”. Also, research results showed that the proposed method improved the perplexity score on the LDA model.

scholarly journals Introduction to the Special Issue: Highlighting the Best Papers from the OTL SIG AERA 2019

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Karen Swan ◽  
Jennifer Richardson ◽  
Tadd Farmer
Keyword(s):  
Annual Meeting ◽  
Online Courses ◽  
Student Perspectives ◽  
Massive Open Online Courses ◽  
Faculty Mentoring ◽  
Special Issue ◽  
Massive Open Online ◽  
Award Winning ◽  
Research Findings ◽  
Issue Report

At the 2019 annual meeting, the OTL SIG received 145 proposals from which 66 were selected to present. The articles in this special issue report on the research findings stemming from those proposals. It includes several articles concerned with quality in a variety of settings and from both instructor and student perspectives. Instructor perceptions of the development of community and faculty mentoring are also explored, and one paper examines what the instructors of award-winning courses believe makes them award winning. There are also several articles concerned with Massive Open Online Courses (MOOCs). We are also pleased to have the 2019 best paper recipient among the articles collected here.

Massive Open Online Course Management

2015 ◽  
pp. 89-105
Author(s):  
Ana M. Pessoa ◽  
Luis Coelho ◽  
Ruben Fernandes
Keyword(s):  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Course Management ◽  
Massive Open Online ◽  
Science And Engineering ◽  
Massive Open Online Course ◽  
E Learning ◽  
Teaching Learning

Massive Open Online Courses (MOOC) are gaining prominence in transversal teaching-learning strategies. However, there are many issues still debated, namely assessment, recognized largely as a cornerstone in Education. The large number of students involved requires a redefinition of strategies that often use approaches based on tasks or challenging projects. In these conditions and due to this approach, assessment is made through peer-reviewed assignments and quizzes online. The peer-reviewed assignments are often based upon sample answers or topics, which guide the student in the task of evaluating peers. This chapter analyzes the grading and evaluation in MOOCs, especially in science and engineering courses, within the context of education and grading methodologies and discusses possible perspectives to pursue grading quality in massive e-learning courses.

Experience Gained From Applying a Team-Based Approach for MOOC Development

2019 ◽  
Vol 14 (2) ◽  
pp. 15-30 ◽  
Author(s):  
Natalia Spyropoulou ◽  
Christos J. Pierrakeas ◽  
Achilles Kameas
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Online Courses ◽  
Learning Opportunities ◽  
Emerging Technology ◽  
Massive Open Online Courses ◽  
Open University ◽  
Open Education ◽  
Massive Open Online ◽  
The World

Massive open online courses (MOOC) constitute an emerging technology for distance and open education while interest in incorporating them in higher education is constantly growing. Due to the free and open access learning opportunities that they offer, they attract an immense number of learners from all over the world. Additionally, because of their openness, they present major challenges, including network co-creation within communities and new forms of communication and collaboration for both students and educators. In this article, the authors present a methodology for a team-based development of MOOCs with the use of a recognized design model that they applied in Hellenic Open University. The main objective is to illustrate the lessons learnt during this MOOC development.

Massive Open Online Courses as a Specific Type of E-Learning

2020 ◽  
pp. 165-192
Keyword(s):  
Direct Relationship ◽  
Online Courses ◽  
Learning Processes ◽  
Massive Open Online Courses ◽  
Free Access ◽  
Massive Open Online ◽  
Teacher Student ◽  
E Learning ◽  
Training Courses ◽  
Teaching Learning

In recent years, training based on activities and courses with teaching-learning processes mediated by technology has been promoted. Massive Open Online Courses (MOOCs) have opened the possibilities in terms of design, offer, and access to training courses. Considered as a very specific type of e-Learning, they are free access and non-limited in the number of students, and they automate the evaluation processes without a direct relationship between teacher-student. There are several types of MOOCs, but the most popular are xMOOCs, usually traditional university e-Learning courses adapted to MOOC platform features. cMOOCs are oriented under the guidelines of the connective learning. With the popularization of MOOC courses from many universities, the number of web platforms with these courses has increased. Some of these platforms are Coursera, edX, Miriadax, and platforms and tools such as Course Builder and Canvas.

Massive open online courses (MOOCs): a tool for intercontinental collaboration in archives and records management education in Eswatini

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Collence Takaingenhamo Chisita ◽  
Vusi Wonderboy Tsabedze
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Learning Opportunities ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Records Management ◽  
Interpretive Research ◽  
Massive Open Online ◽  
Content Type ◽  
Qualitative Research Methodology

Purpose The study aims to assess the views of archives and records management (ARM) professionals in Eswatini about massive open online courses (MOOCs). The purpose of this study is to explore the potential of MOOCs as open gateways for ongoing learning opportunities to scholars, institutions and academics across the globe. It explores the challenges of providing MOOCs in a developing country such as Eswatini. Design/methodology/approach The study was anchored on the interpretive research paradigm and adopted a qualitative research methodology. The study used maximum variation sampling to identify individuals that would constitute the research sample. The rationale behind this sampling is to obtain participants with a shared experience within a phenomenon but who have some demographic variance. Findings The findings revealed that there was lack of awareness of the potential of MOOCs in revolutionizing the delivery of ARM courses in Eswatini. The findings support the need for higher education institutions in Eswatini to adopt MOOCs to deliver ARM courses. The study revealed that access to internet connectivity was among the key inhibitors undermining the adaptation of MOOCs for the delivery of ARM courses in Eswatini. Originality/value The novelty of the study is that it brings into the limelight the factors that impede the adaptation of MOOCs for the delivery of ARM courses in Eswatini. It brings into focus the challenges encountered by ARM institutions in Eswatini in moving towards a MOOC-centric mode of course delivery.

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