scholarly journals The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course

2011 ◽  
Vol 12 (3) ◽  
pp. 19 ◽  
Author(s):  
Rita Kop
Keyword(s):  
Learning Environments ◽  
Learning Experience ◽  
Online Course ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Online Networks ◽  
Massive Open Online Course ◽  
Critical Literacies ◽  
Directed Learning ◽  
Quality Learning

Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

scholarly journals Analysis of learners’ behaviors and learning outcomes in a massive open online course

2014 ◽  
pp. 281-298 ◽  
Keyword(s):  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Outcome ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Online Course ◽  
Perceived Ease Of Use ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Correlation Models

This paper introduces a massive open online course (MOOC) on educational technology, and studies the factors that may influence learners’ participation and performance in the MOOC. Students’ learning records captured in the course management system and students’ feedback collected from a questionnaire survey are explored. Regression analysis is adopted to examine the correlation among perceived learning experience, learning activities and learning outcomes; data mining is applied to optimize the correlation models. The findings suggest that learners’ perceived usefulness rather than perceived ease of use of the MOOC, positively influences learners’ use of the system, and consequentially, the learning outcome. In addition, learners’ previous MOOC experience is not found to have a significant impact on their learning behavior and learning outcome in general. However, the performance of less active learners is found to be influenced by their prior MOOC experience.

scholarly journals Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

2021 ◽  
Vol 17 (3) ◽  
pp. 1440-1456
Author(s):  
Zulkarnin Zakaria ◽  
Mahiz Spawi ◽  
Mohd Zamrus Mohd Ali ◽  
Ahmad Fuad Mohamad Amin ◽  
Rossidi Usop
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Gifted Students ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals Web Cartography going public: Developing a Massive Open Online Course (MOOC) for cartographic prosumers

2019 ◽  
Vol 1 ◽  
pp. 1-3
Author(s):  
Lorenz Hurni ◽  
Charalampos Gkonos ◽  
Hans-Rudolf Baer
Keyword(s):  
New Technology ◽  
Online Course ◽  
Technology Enhanced Learning ◽  
Massive Open Online ◽  
Target Groups ◽  
Web Mapping ◽  
Massive Open Online Course ◽  
Production Technologies ◽  
Quality Learning ◽  
Enhanced Learning

<p><strong>Abstract.</strong> The science of cartography has evolved significantly during the last years. Major developments have been achieved in the specific areas of output media, map production technologies and dissemination channels. The existence of several freely available web-mapping tools (e.g. JavaScript mapping libraries) encourages a broader community of users to produce web-maps and visually represent research results and data. Despite the obvious advantages of promoting the importance of cartography to a wider audience, the difficulty of conveying, acquiring and applying specialised cartographic knowledge might discourage this new global “crowd” of prosumers (= at the same time producer and users of maps).</p><p>A modern and promising approach in reaching those target groups is through a Massive Open Online Course (MOOC). MOOCs belong to a relatively new Technology Enhanced Learning (TEL) group of educational approaches, which an increasing number of universities try to integrate in their teaching. The main objectives of those courses is to disseminate knowledge through the sharing of free high-quality learning materials, to produce new knowledge through students’ interactions with the course platform, and to enable research on education and learning. In spite of the numerous advantages offered by MOOCs, their number remains relatively small within the field of cartography, compared to other scientific areas (e.g. Business &amp;amp; Management).</p>

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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