scholarly journals Frugal MOOCs

2017 ◽  
Vol 20 (5) ◽  
Author(s):  
Mariam Aman Shah ◽  
David Santandreu Calonge
Keyword(s):  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Access To Education ◽  
Massive Open Online ◽  
Expert Opinions ◽  
Growing Body ◽  
Supporting Structures ◽  
Developing And Developed Countries

There is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions are still disadvantaged when it comes to engaging in learning through MOOCs. The reasons for this disadvantage range from a lack of appropriate infrastructure or other supporting structures, to a lack of contextualized content. So far, little attention has been paid to contextualized MOOC models, which may both impact policies and be adapted to the specific needs of these learners who often do not have the means to access many education opportunities. Therefore, the purpose of this paper is to propose a frugally-engineered MOOC model that addresses the barriers of access and participation for refugees. This paper engages in an exploratory research methodology, using findings from the literature and expert opinions gathered through interviews. These findings lead to the development of what the authors call a Frugal MOOC Model which can be contextualized to meet the needs of refugee learners. The paper goes on to highlight the development of the Frugal MOOC Model as the first phase of an ongoing study. It concludes with recommendations for the next phase of the study: how to implement the newly developed model.

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. 

Descriptive Analytics of MOOCs With ICT in Respect of Developed Countries and Indian Context

2019 ◽  
Vol 11 (4) ◽  
pp. 18-34
Author(s):  
Harsh Vardhan Pant ◽  
Manoj Chandra Lohani ◽  
Jeetendra Pande
Keyword(s):  
Comparative Analysis ◽  
Business Model ◽  
Online Courses ◽  
Developed Countries ◽  
Academic Community ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Indian Context ◽  
The Media ◽  
Reducing Costs

The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, the business and the media. The boost of MOOC initiatives in India is connected with several crucial issues – Promoting Digital India, SarvaSiksha Abhiyan, population and infrastructure and the business model specific educational needs, gaps, and necessities. The present article gives a brief idea of the MOOCs, needs of MOOCs in Indian context, challenges of MOOCs, and comparative analysis of ICT and MOOCs conditions in different countries.

scholarly journals Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development

2021 ◽  
Vol 11 (6) ◽  
pp. 295
Author(s):  
Agnieszka Żur ◽  
Christian Friedl
Keyword(s):  
Workplace Learning ◽  
Online Courses ◽  
Early Stage ◽  
Qualitative Inquiry ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Development Programs ◽  
Learning And Development ◽  
Massive Open Online ◽  
Corporate Learning

Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning.

scholarly journals "Yeah, I know this": Student Experiences in a Blended MicroMasters Program

2018 ◽  
Author(s):  
Josh Littenberg-Tobias ◽  
Justin Reich
Keyword(s):  
Online Courses ◽  
Private University ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Student Experiences ◽  
Highly Qualified ◽  
Massive Open Online ◽  
Mastery Goals ◽  
Survey Responses ◽  
Successful Students

As providers of massive open online courses (MOOCs) continue to experiment with new mechanisms for providing transferable course credit and alternative credentials (Caudill, 2017; Hollands, 2017; Wulf, Blohm, & Brenner, 2014), there has been a growing interest in the experiences of students in these programs. This mixed-methods studies uses student interviews, survey responses, and MOOC log data to examine the experience of students participating in an edX MicroMasters in a private university in the Northeastern United States. We found that the program attracted a cohort of mid-career professionals, largely in developed countries, who were seeking to enhance their skills in order to advance their careers. Successful students were more likely to be more motivated by “mastery” goals, focusing on gaining new skills and knowledge, than “performance” goals such as grades or credentials and many students who earned a credential said they did not think the credential by itself would help them advance their careers. For residential instructors, the findings of this study suggest that MOOC-based blended program can be an effective way of recruiting highly-qualified non-traditional applicants to residential programs

scholarly journals Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

2018 ◽  
Vol 18 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Mathias Decuypere
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Access To Education ◽  
Open Learning ◽  
Massive Open Online ◽  
Generic Term ◽  
Different Types ◽  
Concrete Operations

Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, socio-technical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

MOOCs in TVET Sectors of Developing Countries

2018 ◽  
pp. 22-47
Author(s):  
Md. Shahadat Hossain Khan ◽  
Mutwalibi Nambobi ◽  
Md. Sakawat Ali
Keyword(s):  
Developing Countries ◽  
Educational Technology ◽  
Developing Country ◽  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Recent Innovation ◽  
The Developed Countries

This chapter discusses about the recent innovation in the area of educational technology, which is widely known as Massive Open Online Courses (MOOCs). Very few studies in the existing literature elaborated about the MOOCs in the developed countries, where the focus was on mainly asserting the nature of MOOCs platform and its possibilities. However, very less attention has been observed in relation to incorporate MOOCs in TVET sectors of developing countries. In order to fill this gap, this chapter has four main areas to discuss: provides general features of MOOCs platform; identifies benefits of incorporating MOOCs; presents emerging possibilities of using MOOCs; and identifies the challenges confronting TVET sectors for integrating MOOCs in any developing country. In order to improve the present constraints, this chapter further provides suggestions and recommendations that are useful for TVET stakeholders for formulating policies in relation to MOOCs.

scholarly journals Education, Empowerment and Access to All - Public Legal Education and Massive Open Online Courses at the Law Society of Ireland

2019 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Freda Grealy ◽  
Steve Collender ◽  
John Lunney ◽  
Rory O'Boyle
Keyword(s):  
Instructional Design ◽  
Course Design ◽  
Online Courses ◽  
Effective Means ◽  
Legal Education ◽  
Massive Open Online Courses ◽  
Access To Education ◽  
Massive Open Online ◽  
Instructional Design Process ◽  
The Law

Since 2014, the Diploma Centre at the Law Society of Ireland (‘the Society’) has implemented a programme of MOOCs; ‘Massive Open Online Courses’ in key areas of practice. This article outlines the provision of Public Legal Education at the Society and how MOOCs align with the mission to widen access to legal education and the legal profession. Of interest to others who may be developing MOOCs, we discuss the instructional design process and feedback from MOOC participants. MOOCs are very much on trend and have received a mixed reception but, subject to course design, they can provide substantial educational benefit and operate as an effective means to widen access to education.

scholarly journals Consistent Commitment: Patterns of Engagement across Time in Massive Open Online Courses (MOOCs)

2016 ◽  
Vol 2 (3) ◽  
pp. 55-80 ◽  
Author(s):  
Rebecca Ferguson ◽  
Doug Clow
Keyword(s):  
Online Courses ◽  
Methodological Approach ◽  
Massive Open Online Courses ◽  
Learning Design ◽  
Access To Education ◽  
Massive Open Online ◽  
Learner Engagement ◽  
Constructivist Pedagogy ◽  
Research And Practice ◽  
The World

Massive open online courses (MOOCs) are being used across the world to provide millions of learners with access to education. Many who begin these courses complete them successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. Subsequent studies on the FutureLearn platform, which is underpinned by social-constructivist pedagogy, indicate that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy and learning design. This paper reports on two of these studies of learner engagement with FutureLearn courses. Study One first tries, not wholly successfully, to replicate the findings of the Coursera study in a new context. It then uses the same methodological approach to identify patterns of learner engagement on the FutureLearn platform, and indicates how these patterns are influenced by pedagogy and elements of learning design. Study Two investigates whether these patterns of engagement are stable on subsequent presentations of the same courses. Two patterns are found consistently in this and other work: samplers who visit briefly, and completers who fully engage with the course. The paper concludes by exploring the implications for both research and practice.

scholarly journals A Digital Repository of Filmic Content as a Teaching Resource

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 63-71
Author(s):  
Miguel Ángel Tobías-Martínez ◽  
María do Carmo Duarte-Freitas ◽  
Avanilde Kemczinski
Keyword(s):  
Online Courses ◽  
Virtual Space ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Massive Open Online ◽  
Digital Repository ◽  
Face To Face ◽  
Teaching Resource ◽  
Online Spaces ◽  
Teaching Learning

The use of video as a teaching resource stimulates the construction of new knowledge. Although this resource exists in several genres and media, the experience of professionals that use this resource in class is not appreciated. Furthermore, online spaces guiding and supporting the appropriate use of this practice are unavailable. In the online learning field, a proposal has emerged for a repository of short videos aimed at instructing how to use them as a teaching resource in order to stimulate the exchange of ideas and experience (fostering and creating knowledge) in the teaching-learning process, which serves as a resource for professionals in the construction of MOOCs (Massive Open Online Courses). A three-stage architecture is methodologically proposed: identification/recognition, dissemination and collaboration in the use of videos as a teaching resource supported by an extensive exploratory research, based on existing educational technologies and technological trends for higher education. And this leads to the creation of a repository of Informational Content Recovery in Videos (RECIF), a virtual space for the exchange of experience through videos. We conclude that through methodologies that facilitate the development of innovative processes and products, it is possible to create spaces for virtual or face-to-face motivational classes (MOOCs) thereby completing an interactive and collaborative learning toward stimulation of creativity and dynamism. El uso de vídeos como recurso didáctico estimula la construcción de nuevo conocimiento. A pesar de la existencia de este recurso en diversos géneros y medios, no se valora la experiencia de los profesionales que lo aprovechan en clase y además no se cuenta con espacios online que orienten y apoyen el uso apropiado de esta práctica. En el ámbito del aprendizaje online, surge la propuesta de un repositorio de vídeos de corta duración, con el objetivo de orientar acerca de su uso como recurso didáctico, a fin de incentivar un intercambio de ideas y experiencias (fomentar y crear conocimiento), en el proceso enseñanza-aprendizaje, sirviendo esto como recurso para profesionales en la construcción de los MOOC (Massive Open Online Courses). Metodológicamente se propone una arquitectura en tres etapas: identificación/reconocimiento, diseminación y colaboración, para el uso de vídeos como recurso didáctico, sustentándose en una extensa investigación exploratoria, basándose en las tecnologías educativas existentes y tendencias tecnológicas para la educación superior. El resultado es la creación de un repositorio de Recuperación de Contenido de Información en Vídeos (RECIF), un espacio virtual de intercambio de experiencias por medio de vídeos. Se concluye que por medio de metodologías que faciliten el desarrollo de procesos y productos innovadores, se pueden crear espacios de clases motivadoras, virtuales o presenciales, que completen un aprendizaje interactivo y colaborativo, estimulando la creatividad y el dinamismo.

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