scholarly journals Roles of course facilitators, learners, and technology in the flow of information of a cMOOC

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Oleksandra Skrypnyk ◽  
Srećko Joksimović ◽  
Vitomir Kovanović ◽  
Dragan Gašević ◽  
Shane Dawson
Keyword(s):  
Learning Environments ◽  
Network Formation ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Teaching Function ◽  
High Level ◽  
Technological Affordances ◽  
Flow Of Information

<p>Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.</p>

scholarly journals Tecnologías y modelos de aprendizaje emergentes en educación superior. Propuestas y difusión de innovaciones

2015 ◽  
Vol 15 (4) ◽  
pp. 134-159
Author(s):  
Natália Fernandes Gomes ◽  
María José Hernández Serrano
Keyword(s):  
Mobile Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educación Superior ◽  
Flipped Learning ◽  
Massive Open Online ◽  
Personal Learning ◽  
Educacion Superior ◽  
Revisión Sistemática ◽  
Innovación Educativa

El avance de la tecnología, la existencia de nuevos tipos de redes colaborativas y la conectividad global permiten y requieren urgentemente que las instituciones de Educación Superior desarrollen nuevos, innovadores y creativos modelos de enseñanza y aprendizaje. En este trabajo se presentan, primero, algunos de los actuales modelos emergentes de aprendizaje para la Educación Superior, mediados a través del uso de las tecnologías, de acuerdo a diferentes informes internacionales. En la segunda parte se presentan los resultados de un estudio de revisión sistemática que nos permite comprender el grado de difusión de la innovación educativa que subyace a los diferentes modelos de aprendizaje (flipped learning, personal learning environments, mobile learning, massive open online courses). Los resultados indican que el modelo mobile learning es el más productivo con una tendencia en aumento. Finalmente se exponen conclusiones respecto a la importancia de la difusión de innovación y los obstáculos en la traducción de los modelos emergentes a los contextos de aula.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2018 ◽  
pp. 37-65
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Trends and Issues With Massive Open Online Courses

2017 ◽  
pp. 116-127
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Teaching Style ◽  
Massive Open Online Courses ◽  
Educational Goals ◽  
Massive Open Online ◽  
Large Numbers ◽  
Modern Learning ◽  
Professional Field ◽  
Public Offering

This chapter reveals the overview of Massive Open Online Courses (MOOCs) and the implications of MOOCs in the digital age. MOOCs are the Internet-based courses which have large numbers of students involved. MOOCs have a potential for helping college students succeed and for giving a preview of a particular university's teaching style to potential applicants. MOOCs can bring students from all over the world and encourage engagement between staff and students of a given university to interact with the wider public. Offering diverse classes on different topics through MOOCs makes it easy for students to keep up with the latest trends and be on top of their professional field. The chapter argues that encouraging MOOCs has the potential to improve educational performance and gain educational goals in the modern learning environments.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2021 ◽  
pp. 107-128
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

scholarly journals An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga

2019 ◽  
Vol 11 (24) ◽  
pp. 6910 ◽  
Author(s):  
Julio Ruiz-Palmero ◽  
Daniel López-Álvarez ◽  
Enrique Sánchez-Rivas ◽  
José Sánchez-Rodríguez
Keyword(s):  
Social Media ◽  
Subject Matter ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Men And Women ◽  
Level Of Satisfaction ◽  
The Subject ◽  
High Level ◽  
The University

The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by the students who completed the courses. The number of men and women as a whole is similar, although significant differences can be observed depending on the subject matter of the courses, which is also the case with the age of the students. The data revealed that 80% have university studies and 60% were working. The students in the sample learned about MOOCs mainly from other people (friends, social media, etc.) and showed a high level of satisfaction with them. It is significant that 99.4% would take another MOOC or that 97.9% would recommend it to a friend, colleague, or family member.

scholarly journals An Overview of Massive Open Online Courses with Topics of Robotics

2019 ◽  
Vol 5 (2) ◽  
pp. 3-8
Author(s):  
Danaa Ganbat ◽  
Uranchimeg Tudevdagva
Keyword(s):  
Personal Experience ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Online Course ◽  
Massive Open Online ◽  
Personal Learning ◽  
Massive Open Online Course ◽  
Almost All ◽  
Educational Contents

This article reports short overview of massive open online courses for “robotic” topic. Extensive use of mobile devices opens up various opportunities for educational institutions to transfer contents to learners. Modern learners prefer to manage their learning by personal way. Many online courses are confirming this fact. Nowadays we can find unlimited number of contents on the internet. Almost all universities offer own online courses with various topics. In the last decade massive open online course (MOOC) became one of the opportunities to keep educated. The robotics is main focus of this issue, therefore we are trying to conduct small study on online educational contents with this topic. We selected five MOOCs in our study. Main criteria of selection were personal experience of author with these MOOCs. An evaluation of MOOCs is not an aim of the article. Through this article we tried to make visible opportunities to get education on robotics free by online with your personal learning management time.

An interview with Dr Barry Fishman: rethinking higher education

2016 ◽  
Vol 24 (3) ◽  
pp. 221-226
Author(s):  
Lorraine A. Jacques
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Student Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
University Of Michigan ◽  
Massive Open Online ◽  
Content Type

Purpose The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education. Design/methodology/approach This article summarizes an interview with Dr Fishman conducted in December 2015. Findings Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation. Originality/value Changes in technology can enable researchers and educators easier access to implementing various learning environments.

scholarly journals Delivering WASH education at scale: evidence from a global MOOC series

2021 ◽  
pp. 095624782098775
Author(s):  
Fabian Suter ◽  
Christoph Lüthi
Keyword(s):  
Latin America ◽  
Blended Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Interactive Learning Environments ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Sanitation And Hygiene

The water, sanitation and hygiene (WASH) sector is facing a shortfall of several million appropriately skilled professionals. Massive open online courses (MOOCs) can play a crucial role in addressing this. This paper presents the case study of the MOOC series “Sanitation, Water and Solid Waste for Development”, which has reached over 120,000 learners within six years. It has attracted mainly well-educated, employed learners, under 34 years old, from Asia, Latin America and Africa. Underrepresentation of female learners remains a challenge. While MOOCs have proven excellent for delivering WASH education at scale, some alternative formats (e.g. blended learning, small private online courses) allow more collaborative, interactive learning environments. Three practical examples from Nigeria, Indonesia and Mozambique indicate the potential for synergies among MOOCs and further learning formats. With the global shift towards digital learning due to the COVID-19 pandemic, MOOCs have gained further traction.

scholarly journals Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to Enhance Creativity and Innovation

2020 ◽  
Vol 10 (4) ◽  
pp. 44
Author(s):  
Nawarat Wittayakhom ◽  
Pallop Piriyasurawong
Keyword(s):  
Augmented Reality ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Research Papers ◽  
Suitability Assessment ◽  
Design Learning ◽  
Learning Management ◽  
High Level ◽  
Creativity And Innovation

The purposes of this study were: 1) design Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation, 2) suitability assessment of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation. The research methodology was composed of two parts: the first part involved theories and research papers relating to massive open online courses, augmented reality, elements synthesis, and the design of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation; the second part involved suitability assessment of this approach. Data were analyzed by using the statistic of the mathematic mean (x̄) and standard deviation (S.D.). The overall result with regard to the suitability of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation by seven experts was assessed at a very high level, which can be applied to real situations.

scholarly journals Massive Open Online Courses: A Bibliometric Review

2021 ◽  
Vol 11 (5) ◽  
pp. 205-211
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Learning Environments ◽  
Web Of Science ◽  
Online Courses ◽  
Scientific Production ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
Bibliometric Review ◽  
The Subject ◽  
Open Courses

Massive Open Online Courses (MOOCs) are open courses offered to an indefinite number of participants and accessible through virtual learning environments. These courses have been the subject of research all over the world. The purpose of this paper is to analyze the scientific production on Massive Open Online Courses in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample is composed by 1908 articles in total. The results obtained by bibliometric analysis showed that the publication continue to increase, in which journals they are published, which are the organizations and countries that publish the most, and which are the most cited articles. We concluded that since Massive Open Online Courses are a reality, there still seems to be a possibility for evolution in good quality publications.

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