scholarly journals Gutenberg és a MOOC

Educatio ◽  
2021 ◽  
Vol 30 (2) ◽  
pp. 301-316
Author(s):  
Éva Berde
Keyword(s):  
Educational Technology ◽  
Online Education ◽  
Service Provider ◽  
Welfare Effects ◽  
Short History ◽  
Massive Open Online ◽  
Generational Change ◽  
Current Form ◽  
Book Printing ◽  
New Type

Összefoglaló. Tanulmányunkban a Tömeges Nyitott Online Kurzusok (angolul: Massive Open Online Education, rövidítése MOOC) kialakulásával és óriási méretű növekedésével foglalkozunk. A rövid előzményekkel rendelkező, mai formájában 2011-ben startolt új típusú oktatási forma jelenleg már alapképzéses és mesterképzéses diplomát is ad. Ily módon beszélhetünk MOOC egyetemekről, melyek sok szerző szerint a Christensen-féle romboló újítás megtestesítői a felsőoktatásban. A MOOC népszerűsége egyúttal jelzi, hogy a napjainkban lezajló generációváltás egyben oktástechnikai változással is párosul. Cikkünkben összehasonlítjuk a MOOC egyetemek jóléti hatásait a Gutenberg-féle könyvnyomtatás jóléti hatásaival. A szolgáltatói oldalhoz kapcsolódóan pedig bemutatjuk a MOOC-platformok jelenleg működő finanszírozási modelljeit. Summary. The study analyses the emergence and huge growth of the Massive Open Online Education. This new type of education which started in 2011 in its current form and so has only a very short history, now offers both bachelor’s and master’s degree. MOOC universities are seen by many authors as the embodiment of Christensen’s destructive innovation. At the same time, the popularity of MOOC indicates that the generational change taking place today is accompanied by a change in educational technology. The present paper compares the welfare effects of MOOC universities with the welfare effects of Gutenberg’s book printing. In connection with the service provider side, the paper presents the financing models of the MOOC platforms as well.

Decoding and designing massive open online courses (MOOCs)

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Archana Shrivastava ◽  
Ashish Shrivastava
Keyword(s):  
Factor Analysis ◽  
Online Education ◽  
Product Design ◽  
Online Courses ◽  
Research Question ◽  
Massive Open Online Courses ◽  
Purchase Decision ◽  
Relative Importance ◽  
Massive Open Online ◽  
Content Type

Purpose This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering. Design/methodology/approach This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers. Findings Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons. Originality/value There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.

scholarly journals Insights from a massive open online course (MOOC) for medical education (2014-2018)

2018 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
United States ◽  
Medical Education ◽  
Online Education ◽  
Effective Means ◽  
Course Completion ◽  
The United States ◽  
Online Course ◽  
Completion Rates ◽  
Massive Open Online ◽  
Global Reach

Background Massive open online courses (MOOCs) are technological innovations have been successfully applied in a wide variety of disciplines to deliver quality online education. These courses are an area of intense focus of educational research. Preliminary studies have shown MOOCs to be effective means of delivering medical education. This study reports data on course completion rates and the geographic reach of a MOOC designed for medical education. Methods A online course designed as for a 4th year medical school elective was opened as a free to take MOOC in August, 2014. The course is offered in English with subtitles via Udemy.com. Data regarding completion rates were obtained from the course management interface of the MOOC, data regarding the geographic reach of the course was obtained from Google Analytics. All data is anonymous, aggregated, and studied retrospectively. The intended course audience was fourth year medical students in the United States, but enrollment was open to all. Results MOOC enrollment reached 5,586 students by February, 2018. Completion rates were low (5%), with 8% completing 50% or more of the MOOC. 80% of students did not complete a single course element. Students enrolled from 161 different countries based on localization by Google Analytics. The most common countries students enrolled from were the United States (46%), India (6%), the United Kingdom (4%), Egypt (2.5%), Canada (2.5%), Australia (2%), China (2%), Germany (1.5%), Brazil (1.5%), and Saudi Arabia (1.5%). Conclusions Course enrollment included 5,586 students from 161 different countries. Course completion rates were low, but consistent with other scientific MOOCs designed for high level audiences that are open for public enrollment. These results also show the potential global reach of a MOOC. These factors of high enrollment, low course completion, but global reach are unique challenges for medical educators who deliver content via MOOC technology. Further study is needed to further define the role of MOOCs in medical education.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
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.

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

The Human Element MOOC

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

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.

Conclusions and Recommendations

2011 ◽  
pp. 268-293
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Educational Technology ◽  
Online Education ◽  
Online Teaching ◽  
School Administrators ◽  
Teaching Experience ◽  
Direct Application ◽  
Online Teachers ◽  
Online Curriculum ◽  
Positive Effect

This chapter concludes the discussion of the online teaching experience by making a few suggestions and offering advice presumably valuable to school administrators, online teachers, online curriculum and course developers as well as to educational technology professionals. It discusses ways to influence teachers to teach online—a direct application of the theory presented in the previous chapter. The intent of the chapter is to help these constituencies adjust to and be able to exert a positive effect on online education and online teaching in particular.

scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

Third-Party Project Management Services

1994 ◽  
Vol 8 (4) ◽  
pp. 248-251
Author(s):  
Christian Baumhauer
Keyword(s):  
Project Management ◽  
European Commission ◽  
Service Provider ◽  
Code Of Conduct ◽  
Third Party ◽  
New Type ◽  
The Impact ◽  
Good Behaviour ◽  
Management Services

This article analyses the emergence of a new type of service provider, specializing in third-party management services (TPMSPs), and investigates the impact of their involvement in collaborative projects. After assessing the benefits and risks of using TPMSPs, the author suggests that a code of conduct should be elaborated and puts forward initial ideas on what such a code might include. Finally, he suggests that the European Commission should facilitate the access of consortia to these types of services while at the same time enforcing rules of ‘good behaviour’.

Evaluating Maps in a Massive Open Online Course

2015 ◽  
pp. 6-17 ◽  
Author(s):  
Anthony C. Robinson ◽  
Jonathan K. Nelson
Keyword(s):  
Online Education ◽  
Web Gis ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Qualitative Feedback ◽  
Gis Tools ◽  
Massive Scale ◽  
Learning Platforms ◽  
Expert Ratings

New forms of cartographic education are becoming possible with the synthesis of easy to use web GIS tools and learning platforms that support online education at a massive scale. The internet classroom can now support tens of thousands of learners at a time, and while some common types of assessments scale very easily, others face significant hurdles. A particular concern for the cartographic educator is the extent to which original map designs can be evaluated in a massive open online course (MOOC). Based on our experiences in teaching one of the first MOOCs on cartography, we explore the ways in which very large collections of original map designs can be assessed. Our methods include analysis of peer grades and qualitative feedback, visual techniques to explore design methods, and quantitative comparison between expert ratings and peer grades. The results of our work suggest key challenges for teaching cartography at scale where instructors cannot provide individual feedback for every student.

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