scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

2015 ◽  
Vol 13 (3) ◽  
pp. 61-73 ◽  
Author(s):  
Liang-Yi Chung
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Self Efficacy ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

Massive Open Online Course Management

2015 ◽  
pp. 89-105
Author(s):  
Ana M. Pessoa ◽  
Luis Coelho ◽  
Ruben Fernandes
Keyword(s):  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Course Management ◽  
Massive Open Online ◽  
Science And Engineering ◽  
Massive Open Online Course ◽  
E Learning ◽  
Teaching Learning

Massive Open Online Courses (MOOC) are gaining prominence in transversal teaching-learning strategies. However, there are many issues still debated, namely assessment, recognized largely as a cornerstone in Education. The large number of students involved requires a redefinition of strategies that often use approaches based on tasks or challenging projects. In these conditions and due to this approach, assessment is made through peer-reviewed assignments and quizzes online. The peer-reviewed assignments are often based upon sample answers or topics, which guide the student in the task of evaluating peers. This chapter analyzes the grading and evaluation in MOOCs, especially in science and engineering courses, within the context of education and grading methodologies and discusses possible perspectives to pursue grading quality in massive e-learning courses.

scholarly journals Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Nati Cabrera ◽  
Maite Fernández Ferrer
Keyword(s):  
Educational Technology ◽  
Qualitative Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Virtual Training ◽  
Face Model ◽  
Face To Face ◽  
Direct Competition ◽  
Open Courses

<p class="3">The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses.</p>

Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses

2018 ◽  
Vol 80 ◽  
pp. 179-196 ◽  
Author(s):  
Jorge Maldonado-Mahauad ◽  
Mar Pérez-Sanagustín ◽  
René F. Kizilcec ◽  
Nicolás Morales ◽  
Jorge Munoz-Gama
Keyword(s):  
Big Data ◽  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

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 Factors Affecting Students’ Intention to Use Massive Open Online Courses

2021 ◽  
Vol 5 (3) ◽  
pp. 63-71
Author(s):  
An Minh Ngoc Pham ◽  
Thao Lai Phuong Pham ◽  
Gam Hong Huynh ◽  
Thu Hoang Minh Vo ◽  
Anh Ngoc Kim Nguyen ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Online Courses ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Surface Learning

Massive Open Online Courses (MOOCs) attract many researchers because of their massiveness, openness, machine and peer assessment, yet there are still many questions to be answered. This study was conducted at FPT University in Can Tho during the 2020-2021 academic year using the quantitative approach. A purposeful sampling technique was used to select 226 participants who partook at least one MOOC on the Coursera platform. The questionnaire consists of 18 items adapted from Technology Acceptance Model (TAM) developed by Davis (1989), and Learning Strategies, by Marton and Säljö (1976). The findings showed that perceived ease of use (PEOU), and perceived usefulness (PU) have a great impact on students’ intention to use MOOCs in the future, PU, however, has a stronger and more direct correlation to the acceptability of MOOCs. Furthermore, surface learning strategy has a negative effect on the intention to enroll in MOOCs while deep learning strategy was not significantly correlated with intended future use of MOOCs. More importantly, a valuable finding was that surface learning strategy was in inverse proportion to courses variable and it can be lessened. Our findings are expected to offer a multi-dimensional view for students, especially those in the current context as well as MOOCs developers in order to design curricula.

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