scholarly journals Investigating the characteristics of MOOCs according to eight critical dimensions: A case study

2020 ◽  
Author(s):  
Jennifer W.M. Lai ◽  
Matt Bower ◽  
Yvonne Breyer ◽  
John De Nobile
Keyword(s):  
Online Courses ◽  
Institutional Environment ◽  
Subject Area ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Text Search ◽  
Critical Dimensions ◽  
Study Approach ◽  
Level Of Knowledge

Massive Open Online Courses (MOOCs) have been a popular trend in the online learning landscape. However, MOOC learners have expressed their dissatisfaction with the courses or problems with course management. To develop a widely accepted MOOC, the main aim of this study is to investigate the characteristics of MOOCs by using eight themes: learning outcomes, affective elements, behaviours, design, technology elements, pedagogy, presence and institutional environment. Using the case study approach, we explored the practices of four MOOCs in an Excel specialisation by using student unsolicited feedback, the literature and the analysis of the MOOCs by researchers. We analysed the learners’ posts on the official forums with auto-code sentiment and text search functions in Nvivo 12 Plus. The results of this study showed that high-rated MOOCs had approximately 74.7% of positive sentiments on discussion forums, with 1.2% negative and 24.1% neutral. The results indicated that MOOCs helped learners improve their level of knowledge in the subject area. Teachers/instructors also play a very significant role, and they have to provide clear explanations in different concepts. To conclude, this study intends to offer guidelines to researchers, educators, and MOOC designers to create successful MOOCs by focusing on the eight dimensions.

scholarly journals Design considerations when adopting the OpenEdx MOOC platform in campus-based courses: A comparative case study

2014 ◽  
Author(s):  
Laila Zary ◽  
Patrik Hernwall
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Qualitative Content Analysis ◽  
Massive Open Online Courses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Study Approach ◽  
Learning Content ◽  
Intended Learning Outcomes

Massive Open Online Courses (MOOCs) are an innovation in higher education (Grajek, 2014). Faculty has challenges in designing MOOCs since most have mainly experience in developing campus-based courses. As MOOC platform are introduced in campus-based courses, it is important to investigate how this learning environment impacts on the design of MOOCs in relation to online environments. The aim of this study was therefore to investigate the influence of variations in the learning environment on the design of MOOCs. A comparative case study approach was chosen to investigate two types of learning environments. The focus was on the similarities, differences and trends. The data collection was performed using semi-structured interviews. The answers were analyzed using a qualitative content analysis. The pedagogical approach and learning content were the components that were mostly influenced. The targeted learners and the assessment of the learning activities were partly influenced. The learning environment didn’t impact on the course description, intended learning outcomes and aimed competencies. The study contributed to knowledge on the influence of the learning environment on the design of MOOCs. Increasing understanding of the learning environment among faculty will contribute to a better design, implementation and evaluation of MOOCs and ultimately for the students’ benefit.

scholarly journals Design considerations when adopting the OpenEdx MOOC platform in campus-based courses: A comparative case study

2014 ◽  
Author(s):  
Laila Zary ◽  
Patrik Hernwall
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Qualitative Content Analysis ◽  
Massive Open Online Courses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Study Approach ◽  
Learning Content ◽  
Intended Learning Outcomes

Massive Open Online Courses (MOOCs) are an innovation in higher education (Grajek, 2014). Faculty has challenges in designing MOOCs since most have mainly experience in developing campus-based courses. As MOOC platform are introduced in campus-based courses, it is important to investigate how this learning environment impacts on the design of MOOCs in relation to online environments. The aim of this study was therefore to investigate the influence of variations in the learning environment on the design of MOOCs. A comparative case study approach was chosen to investigate two types of learning environments. The focus was on the similarities, differences and trends. The data collection was performed using semi-structured interviews. The answers were analyzed using a qualitative content analysis. The pedagogical approach and learning content were the components that were mostly influenced. The targeted learners and the assessment of the learning activities were partly influenced. The learning environment didn’t impact on the course description, intended learning outcomes and aimed competencies. The study contributed to knowledge on the influence of the learning environment on the design of MOOCs. Increasing understanding of the learning environment among faculty will contribute to a better design, implementation and evaluation of MOOCs and ultimately for the students’ benefit.

scholarly journals Converging Online and Class-Room Methods: A Promising Mode of Knowledge Sharing in Digital Age?

2016 ◽  
Author(s):  
Arul George Scaria
Keyword(s):  
Teaching Methods ◽  
Online Courses ◽  
Law School ◽  
Traditional Classroom ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Class Room

The emergence of massive open online courses (MOOCs) is considered as oneof the most disruptive changes that happened in the field of education inthe last decade. They are playing an important role in democratising accessto knowledge across the globe and many countries, including India, arecontemplating the use of such courses for addressing their mass educationalrequirements. In this context, it is important to explore how certaincomponents of MOOCs like online videos and online discussion forums couldbe converged with traditional classroom methods for giving broader accessto education, without compromising the quality of learning and instruction.This article is a case study in this direction in the background of apedagogical experiment done at the National Law University Delhi, incollaboration with the CopyrightX program of the Harvard Law School. Thearticle describes how a dynamic comparative copyright law course wasdeveloped by merging online and offline teaching methods. The article notonly analyses the learning implications from this pedagogical experimentfor evolving other comparative law courses, but also analyses the broaderlessons for designing similar courses in other subjects.

scholarly journals Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

2021 ◽  
Author(s):  
Bing Wu
Keyword(s):  
Social Interactions ◽  
Regression Models ◽  
Online Courses ◽  
Online Reviews ◽  
Discussion Forum ◽  
Massive Open Online Courses ◽  
Online Review ◽  
Discussion Forums ◽  
Processing Data ◽  
Learning Progress

AbstractAlthough some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

Cultural and Contextual Affordances in Language MOOCs

2020 ◽  
Vol 10 (2) ◽  
pp. 48-60
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
East Coast ◽  
Online Courses ◽  
Private University ◽  
Massive Open Online Courses ◽  
Elective Course ◽  
In The Beginning

This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.

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