scholarly journals The State of Massive Open Online Courses (MOOCs) in Engineering Education: Where do we go from here?

2020 ◽  
Author(s):  
Flora Tsai ◽  
Kyle Wong
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
The State ◽  
Massive Open Online Courses ◽  
Massive Open Online

Massive Open Online Courses in Engineering Education

2016 ◽  
pp. 31-45 ◽  
Author(s):  
Ute Heckel ◽  
Ursula Bach ◽  
Anja Richert ◽  
Sabina Jeschke
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms

2020 ◽  
Vol 10 (2) ◽  
pp. 94 ◽  
Author(s):  
Dilrukshi Gamage ◽  
Indika Perera ◽  
Shantha Fernando
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Evaluation Criteria ◽  
Massive Open Online Courses ◽  
Engineering Student ◽  
Massive Open Online ◽  
Design Recommendations ◽  
Criterion A ◽  
Content Evaluation ◽  
Future Direction

Massive open online courses (MOOCs) have considered to be a potential to disseminate engineering education at scale. However, the pedagogical requirement demanded engineering student to equip with specific skillsets such as communication, interactivity, and collaboration. Yet, MOOCs are skeptical of facilitating those skills. Generally, MOOCs evaluated against accessibility and usability. These evaluations may not perceive whether the platform designs in MOOCs support to much-needed interactions and collaboration required in engineering education. We evaluated 6 MOOC platform designs under the lens of collaboration and types of interactions which occur as learner to learner, learner to instructor, learner to platform and learner to content. Evaluation criteria were derived us-ing previous frameworks and evaluations were conducted using 10 participants. Based on each criterion a matrix was formed with a weight to compare results. We found overall collaboration opportunities in platforms are significantly less than the opportunities to interact. Based on the findings we provide 5 design recommendations and provide a future direction for MOOC platform designs which en-ables facilitation to engineering education through MOOCs.

scholarly journals MASSIVE OPEN ONLINE COURSES AS A MEANS OF BORDER GUARDS’ PROFESSIONAL COMPETENCE DEVELOPMENT

2020 ◽  
Vol 75 (1) ◽  
pp. 279-293
Author(s):  
Ольга Василівна Лемешко ◽  
Олена Володимирівна Янковець ◽  
Володимир Володимирович Лемешко ◽  
Андрій Володимирович Янковець ◽  
Ірина Олегівна Басараба
Keyword(s):  
Professional Competence ◽  
Online Courses ◽  
Rapid Development ◽  
Further Education ◽  
The State ◽  
Border Crossing ◽  
Massive Open Online Courses ◽  
Professional Competencies ◽  
Learning Technology ◽  
Massive Open Online

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a modern learning technology. This paper examines the issue of developing professional competencies in further training of border guards through MOOCs. Mobile learning, distance education, use of the information technologies have been differentiated. The preparation for life-long learning is especially important for border guards due to the rapid development of the information technology. Further education helps them counter threats to national security, conflicts and non-standard situations at the border crossing points, and new methods violators use to forge documents, to smuggle goods and to cross the state border. The use of MOOCs for advanced training in the State Border Guard Service of Ukraine has been analyzed. The purpose of the article is to analyze the application of MOOCs for developing professional competencies of border guards. Each MOOC is aimed at developing the Integral competence, General competencies and Professional (special) competencies of border guard officers. The ability to communicate in English is one of the special competencies of border guards, and it is essential for effective protection of the state border. The peculiarities of development of MOOC “Conducting the second line check at border crossing points” for training of border guards who serve in the border guard units and want to be promoted to higher positions have been investigated. The experiment was carried out at the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine and involved 276 border guards. The analysis of the results of the developed distance course testified its effectiveness. The generalization of feedback from the participants in this course also indicated an increase in the motivation of border guards to develop personal professional skills, especially for communication in a foreign language. The results of the study have been further discussed and the practical suggestions for MOOC developers have been outlined.

MOOCs in Engineering Education

2016 ◽  
pp. 224-236 ◽  
Author(s):  
Martin Ebner ◽  
Michael Kopp ◽  
Alexei Scerbakov ◽  
Kristina Neuböck
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Daily Life ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Massive Open Online ◽  
Research Studies

Massive Open Online Courses (MOOCs) are a phenomenon of these days. Therefore it seems just a consequent step to carry out research studies how MOOCs can be integrated best in our daily life. This work aims to describe first experiences from the implementation of two MOOCs on a new developed platform. Both courses are related to engineering education: one to physics and one to mechanics. First the concept as well as the development and then also the evaluation is pointed out. It can be concluded that there is potential for educational institutions, but also barriers which must be taken into account.

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.

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