scholarly journals The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Raniah Adham ◽  
Pat Parslow ◽  
Yota Dimitriadi ◽  
Karsten Øster Lundqvist
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Online Learning ◽  
Online Courses ◽  
Education Technology ◽  
Gender Segregation ◽  
Massive Open Online Courses ◽  
Ultimate Objective ◽  
Arabian Platform

<p class="3">In Saudi Arabia, gender-segregation is a known issue within higher education that often deprives female tutors from providing online learning and Massive Open Online Courses (MOOCs). As well, students may not be getting the benefit of their experience and teaching. The purpose of this study is to develop an Avatar tool to represent a female tutor in a MOOC course with the aim of alleviating the issues of a gender-segregated society in online learning. This project will undertake and analyse a case study concerning the experience of females teaching a MOOC course on “Rwaq” the first Saudi Arabian platform, which was launched in September 2013. The literature on gender-segregation and education technology is reviewed. As an example, gender-segregated in higher education and online learning in Saudi Arabia, Virtual Learning Environments (VLE), Avatar technology in higher education, and finally the adoption of an Avatar tool in MOOCs platforms in SA are examined. One of the objectives of the study is to develop a social interaction environment with learners in online learning within MOOCs. The ultimate objective of this study is to examine if this Avatar tool could alleviate issues of gender-segregation for female lecturers in online learning courses within MOOCs in higher education in Saudi Arabia.</p>

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

Stimulating active participation with class materials using Interactive Document

e-mentor ◽  
2021 ◽  
Vol 90 (3) ◽  
pp. 84-90
Author(s):  
Dan Hasan ◽  
◽  
Matteo Rinaldi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Performance ◽  
Online Courses ◽  
Active Participation ◽  
Study Materials ◽  
Critical Skills ◽  
International University ◽  
Practice Questions

Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.

scholarly journals A Survey On MOOC Providers For Higher Education

2013 ◽  
Vol 7 (1) ◽  
pp. 962-967 ◽  
Author(s):  
Dr. P Malliga
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Online Learning ◽  
Online Courses ◽  
Participatory Culture ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Online Platforms ◽  
The World ◽  
The Web

Online learning has evolved over the years, becoming increasingly accessible and gaining credibility as a learning medium. Universities are reshaping education on the Web by means of Massive Open Online Courses (MOOC). The learners can access educational content anytime, from anyplace and participatory culture using social networks seems to be the biggest advantage that MOOC has brought to the world of education especially in the higher education arena. MOOC has rapidly developed from a small section of specialist courses to millions of registered users on major online platforms offering hundreds of courses. As MOOC expands, attrition and accreditation is a problem. Though MOOC is expanding very fast, the literature on MOOC research is limited. This paper presents a survey on MOOC providers which aims to capture the state of MOOC, how they evolved and to identify issues and challenges that are important for MOOC providers.

Pedagogy, Political Economy, and Training

2020 ◽  
pp. 58-86
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Online Learning ◽  
Vocational Training ◽  
Online Courses ◽  
Good Practice ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Multiple Material ◽  
And Training

This chapter outlines how political economy—particularly neoliberalism and marketization—has impacted on pedagogy within higher education globally, and specifically on archaeological pedagogy. This is most explicitly seen in debates on vocational training, where concerns with speed, efficiency, and market forces frame training in banking instrumentalist terms. In contrast, the chapter argues that taking an assemblage approach foregrounds the multivocality of the archaeological process and recognizes that learning assemblages are comprised of multiple material elements, which also substantially affect learning. It considers online learning and massive open online courses (MOOCs), examining how a technology which should democratize can marginalize the individuals who need it most. Ways forward are presented, drawing on examples of good practice such as Framework Archaeology, Catalhöyük, and the Ardnamurchan Transitions Project (ATP), including technology and the Archaeological Skills Passport as tools for reflection. The ‘training versus education’ dichotomy is challenged, arguing that these are components of the same learning assemblages.

Benefit and Cost Analysis of Massive Open Online Courses

2015 ◽  
Vol 5 (3) ◽  
pp. 47-55 ◽  
Author(s):  
Belle Selene Xia
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Online Technologies ◽  
Depth Analysis

There has been much research done on online learning including research on online educational activities and methods. The use of technology is gaining rising importance in higher education due to the benefits that it brings. In terms of adopting new technologies to teaching, new forms of teaching, such as massive open online courses (MOOCs), are increasingly seen as a feasible future form of learning. The importance of MOOCs in higher education has caused debates in the computing education research. This study aims to provide an in-depth analysis of the pedagogical implications of MOOCs to higher education. Research in MOOCs is of vital importance because these courses may offer meaningful learning opportunities for those otherwise impossible through means of distance learning. The concepts of e-learning, online learning and distance learning have been previously addressed where previous research has indicated that the integration of online technologies to higher education do not automatically support learning. Many education institutions still question the sustainability of courses using extensive online technologies in higher education. The authors open up new research opportunities in a student-centered design in MOOCs incorporating a personalized learning environment to online education.

Open art: MOOCs, copyright and the art librarian

2015 ◽  
Vol 40 (4) ◽  
pp. 20-25 ◽  
Author(s):  
Megan Deacon ◽  
Linda Kalejs
Keyword(s):  
Higher Education ◽  
Open Access ◽  
World Wide ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Review Of Literature ◽  
Massive Open Online ◽  
Museum Experience ◽  
Creative Coding

Massive Open Online Courses (MOOCs) have transformed the Higher Education sector world-wide, educating diverse audiences through Open Access content and resources. Very few have been integrated into the museum experience; however there is signifi cant potential for MOOCs to revolutionise access to the collections of art museums and galleries. This article presents empirical evidence drawing from a review of literature, and provides a case study into copyright challenges encountered using art images and video in a MOOC environment. Specific examples have been selected from the FutureLearn/ Monash University Creative Coding MOOC launched in June 2014, discussing the role that an Art Librarian plays in this process. This will be of interest to a broader museum and gallery audience, embarking on provision of online educative programs for users.

scholarly journals The revolution in online learning and implication in Vietnamese universities

2020 ◽  
Vol 9 (1) ◽  
pp. 70-77
Author(s):  
Pham Thi Thu Huong ◽  
Tran Thi Ngoc Giau
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Traditional Learning ◽  
Opportunities To Learn ◽  
Advantages And Disadvantages ◽  
The Cost

Online education has rapidly become popular worldwide in higher education. There are massive open online courses which could be found in Coursera and EDX. These courses ensure the availability and the accessibility of the online learning through videos with subtitles. Online learning not only gives students unprecedented opportunities to learn, but also reduces the cost of higher education. However, online learning presents unit challenges compared to traditional learning, especially in Vietnamese education. In this paper, we present the advantages and disadvantages of online learning. In particular, we will show the advantages and disadvantages of taking online courses of Vietnamese students. We will also share our experience as a tutor of Funix University which is the first online university in Vietnam. In addition, we will give feasible suggestions to improve the quality of online learning in Vietnamese universities, especially the quality of assessment in online learning. These suggestions could be applied in building new online courses in the universities.

scholarly journals HOW MALAYSIAN LECTURERS VIEW MOOC AND ITS CHALLENGES

2019 ◽  
Vol 4 (2) ◽  
pp. 144-167
Author(s):  
Nagaletchimee Annamalai
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Education Institution ◽  
Learning Technology ◽  
Policy Makers ◽  
Traditional Classroom Teaching ◽  
Virtual Platform ◽  
Higher Institutions

This study addresses a relatively new phenomenon in the Malaysian higher education (Massive Open Online Courses) MOOCs and explored the perception of the Malaysian lecturers on the emerging online learning environment. A qualitative case study was adopted and fifteen lecturers were interviewed from a higher education institution in Malaysia. These lecturers are familiar with the blended learning approach. The in-depth interviews were further transcribed and thematic analysis were considered to identify the emerging themes. The study identified themes related to educational change, design of the instruction, motivational and challenging issues. The findings demonstrated that the lecturers were aware of the transition from traditional classroom teaching to the teaching in the virtual platform. The investigation also contributes to greater understanding of challenges of integrating MOOCs in Malaysian higher institutions. Based on the findings, pedagogical implications are discussed on how workshops should integrate certain aspects related to MOOCs that can be useful for the Heads of Higher Institutions and policy makers. It is hoped that these strategic workshops will increase the effectiveness of MOOC implementation in Malaysian higher institutions.   Keywords: Higher education, MOOC, online learning, technology adoption   Cite as: Annamalai, N. (2019). How Malaysian lecturers view MOOC and its challenges. Journal of Nusantara Studies, 4(2), 144-167. http://dx.doi.org/10.24200/jonus.vol4iss2pp144-167

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