scholarly journals Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
George Veletsianos ◽  
Peter Shepherdson
Keyword(s):  
Online Education ◽  
Computer Science ◽  
Interdisciplinary Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Networked Learning ◽  
Massive Open Online ◽  
The Past ◽  
Changes Over Time ◽  
Over Time

<p>The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a field other than their own. The degree to which research on Massive Open Online Courses (MOOCs) is interdisciplinary is unknown. We apply descriptive and inferential statistics to bibliometric data to investigate interdisciplinarity in MOOC research. Results show that MOOC research published in 2013-2015 was (a) mostly conducted by researchers affiliated with Education and Computer Science disciplines, (b) far from monolithic, (c) had a greater representation of authors from Computer Science than in the past, and (d) showed a trend toward being more interdisciplinary than MOOC research published in 2008-2012. Our results also suggest that empirical research on xMOOCs may be more interdisciplinary than research on cMOOCs. Greater interdisciplinarity in xMOOC research could reflect the burgeoning interest in the field, the general familiarity with the xMOOC pedagogical model, and the hype experienced by xMOOCs. Greater interdisciplinarity in the field may also provide researchers with rich opportunities to improve our understanding and practice of digital and online learning.</p>

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 What if Classroom Instruction Becomes a Thing of the Past?

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Enrique Mu
Keyword(s):  
Latin American ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
University Education ◽  
Massive Open Online ◽  
Face To Face ◽  
The Past ◽  
Virtual Instruction ◽  
The U.S ◽  
Latin American And Caribbean

Until recently, there was no doubt about what constituted a university education and how it was carried out. Suddenly, the COVID-19 pandemic occurred, and in a few weeks, not only education, but the entire world changed. In the new normal, post-pandemic world, it is possible that teaching face-to-face courses will be the exception, not the rule, in the U.S. and the Latin American and Caribbean regions. Furthermore, this virtual instruction will possibly be at massive levels with tens or hundreds of thousands of students at a time, modeled after massive open online courses (MOOCs).

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.

scholarly journals Initial trends in enrolment and completion of massive open online courses

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Good Deal ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Factors Affecting ◽  
The Public ◽  
The Past ◽  
Course Length

<p>The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.</p>

Opinion of Computer Science Instructors and Students on MOOCs in an Indian University

2018 ◽  
Vol 47 (2) ◽  
pp. 205-212 ◽  
Author(s):  
Pushp Sra ◽  
Pinaki Chakraborty
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Undergraduate Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Computer Networking ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Effective Form ◽  
Science Instructors

Massive open online courses (MOOCs) have lately emerged as an effective form of distance education. Computer science is one of those disciplines in which MOOCs are quite common. We conducted a survey to know the opinion of computer science instructors and undergraduate students on MOOCs in an Indian university in March 2018. Of the 26 instructors and 273 students who participated, 73% instructors and 87% students reported to have attended MOOCs. We found that 50% instructors and 72% students considered MOOCs to be a more comprehensive source of knowledge and 54% instructors and 76% students felt that MOOCs let students learn faster when compared to courses taught in a classroom. Moreover, 58% instructors believed that the courses they teach in classrooms can also be taught effectively through MOOCs. The instructors and students appreciated several aspects of MOOCs. However, the students had an opinion that MOOCs can augment classroom teaching but cannot replace it. MOOCs on computer programming (22%), artificial intelligence (9%), and computer networking (8%) were found to be particularly popular among the students.

scholarly journals A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

2011 ◽  
Vol 12 (7) ◽  
pp. 74 ◽  
Author(s):  
Rita Kop ◽  
Hélène Fournier ◽  
John Sui Fai Mak
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Networked Learning ◽  
Information Flows ◽  
Human Beings ◽  
Massive Open Online ◽  
Emergent Technologies ◽  
Emergent Learning ◽  
Design Of Learning Environments

<p>This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes. <br /><br /></p>

scholarly journals The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education

2014 ◽  
Vol 104 (5) ◽  
pp. 528-533 ◽  
Author(s):  
Caroline M. Hoxby
Keyword(s):  
Online Education ◽  
Postsecondary Education ◽  
Economic Model ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Advanced Education

I consider economically sustainable online postsecondary education, including massive open online courses (MOOCs). The analysis suggests that MOOCs will be financially sustainable substitutes for some non-selective postsecondary education, but there are substantial risks. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of highly selective postsecondary education (HSPE) and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. I outline a non-MOOC model of online education that may allow HSPE institutions to sustain their distinctive activities and to reach a larger number of students.

scholarly journals Adoption of MOOCs by Emerging Countries Seeking Solutions to University Overcrowding: Literature Review and Feedback from the First Scientific MOOC Held by Sidi Mohammed Ben Abdullah University – Fez, Morocco

2020 ◽  
Vol 15 (22) ◽  
pp. 78
Author(s):  
Khadija Naji ◽  
Abdelali Ibriz ◽  
Youssef Mourdi
Keyword(s):  
Online Courses ◽  
Large Mass ◽  
Emerging Countries ◽  
Massive Open Online Courses ◽  
Educational Model ◽  
Massive Open Online ◽  
Face To Face ◽  
The Past ◽  
Development Costs ◽  
Academic Services

The adoption of various forms of distance education, particularly MOOCs (an acronym for Massive Open Online Courses), by universities worldwide has continuously gained momentum over the past decade. This is due not only to the importance of maintaining a parallel educational model alongside face-to-face courses in order to complete students’ training, but also in response to the limits of academic infrastructure faced with an increasingly large mass of learners, typically in emerging countries. Universities view MOOCs as a remedy to this dilemma—one which promises reasonable development costs—especially taking into account the ubiquity of the internet and digital communication tools. In a country such as Morocco, whose university capacity has been stretched to 186%, the quest to dematerialize lectures can support universities in producing well-rounded professional profiles as well as improving institutional and academic services overall. In this paper, we present the feedback from Sidi Mohammed Ben Abdellah University concerning its first scientific MOOC, launched within the framework of the MarocUniversitéNumérique (Morocco Digital University) or MUN project in collaboration with the France UniversitéNumérique (France Digital University) or FUN platform. The objectives of this paper are threefold: to assess the possibility of adopting further MOOCs in a Moroccan setting, to seek insight on the profiles of learners who have completed MOOCs and to draw lessons in order to improve future experiences.

scholarly journals Extraction of Student Interaction Data from an Open edX Platform

2021 ◽  
Vol 20 (38) ◽  
pp. 87-98
Author(s):  
Daniel Jaramillo-Morillo ◽  
Mario Solarte ◽  
Gustavo Ramírez-González
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Online Courses ◽  
Student Interaction ◽  
Massive Open Online Courses ◽  
Interaction Data ◽  
Access To Education ◽  
Huge Number ◽  
Massive Open Online ◽  
Java Code

The Massive Open Online Courses (MOOC) are courses available to the general public without restrictions that are offered to hundreds or thousands of students and in recent years have been presented as a revolution in online education. They are presented as an alternative to the great demand in higher education for the characteristic of being open and massive because they allow access to education to a huge number of students. They have become an ideal environment for data collection and through the application of learning analytics techniques they have allowed a better understanding of how students learn. However, access to the data from thecurrent open-source MOOC platforms is limited and often difficult to collect and process. This paper presents a proposal for collecting and processing the data from students’ interaction with the Open edX platform through Scripts and a Collector based on Java code. 

scholarly journals Malaysian Learners’ Preferences-Based Profile Model Towards Adaptive Massive Open Online Courses

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
Mohammed A. Gharawi ◽  
Azman Bidin ◽  
Koo Ah Choo
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Quantitative Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Quantitative Research Methods ◽  
Non Profit ◽  
Massive Open Online Course

Massive open online courses’ technology is becoming the most recent innovations in online education and academia. Recently, it has been widely adopted in educational sectors and gained popularity among both students and instructors. Massive open online courses have rapidly become a trend in the field of higher education and received much recognition from scholars and non-profit educational organizations. Therefore, there has been a growing interest in investigating its limitations, challenges, and impact on education. Some issues and problems have been reported in the research and practice, such as problems related to massive open online course learners’ motivation and engagement during the courses, and course contents’ presentations have a significant impact on learner’s motivation. However, there have been few contributions to the literature in discerning the varying motivational drivers for choosing to consume the different presentation styles of massive open online courses. Therefore, the main goal of this work is to propose an innovative framework for adaptive massive open online course based on learners’ preferences. As such, the courses’ presentations are adapted to the preferred learning style of each learner. In this regard, this paper was conducted based on quantitative research methods.

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