IMPACT EVALUATION OF P2P ACTIVITIES IN THE COMPLETION RATE OF MASSIVE OPEN ONLINE COURSES IN SPANISH-PORTUGUESE PLATFORMS

2018 ◽  
Author(s):  
Borja Bordel ◽  
Ramón Alcarria ◽  
Miguel Ángel Manso ◽  
Diego Martin
Keyword(s):  
Impact Evaluation ◽  
Online Courses ◽  
Completion Rate ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals When the Massive Open Online Courses, MOOC, become Hybrid at the Open University of Mauritius

2018 ◽  
Author(s):  
Gundeea Narrainen
Keyword(s):  
Online Courses ◽  
Teaching Style ◽  
Completion Rate ◽  
Massive Open Online Courses ◽  
Open University ◽  
Massive Open Online ◽  
Course Structure ◽  
Online Teachers ◽  
Face To Face ◽  
Blended Courses

With more and more courses being offered online teachers are constantly being asked to change their teaching style. Online courses have taken another turn with the innovation, which are the MOOCs. MOOCs being non-fee paying courses, delivered mostly by recognised universities, course organisation and management was bound to change. With less than 10% successful completion rate for MOOC courses and keeping in mind the Mauritian context, the Open University of Mauritius decided to offer a hybrid MOOC. By hybrid Daniel Peraya suggests blended courses that is online training and face-to-face sessions. It is more about tutoring and guiding students rather than mere teaching. Our main objective is to show the effectiveness of a Hybrid MOOC in terms of organisation and course structure. The methods used in this paper are: a survey questionnaire and data from a Moodle platform. The fact that this course has been organised in a blended mode has helped the participants to reach the end of the training with a higher completion rate, face to face sessions helped students to interact, the use of Moodle as an additional platform accessssed by a restricted number of participants proved to be helpful to get aquainted to online learning.

scholarly journals Gamification Increases Completion Rates in Massive Open Online Courses

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Dropout Rate ◽  
Completion Rate ◽  
Massive Open Online Courses ◽  
Dropout Rates ◽  
Completion Rates ◽  
Massive Open Online ◽  
High Dropout Rate ◽  
Course Completion Rate

Massive Open Online Courses (MOOCs) aim at unlimited participation and open access via the web. There are concerns about the actual value of such courses. This is predominantly due to higher dropout rates. According to studies, only 7-13% go on to complete these courses. The high dropout rate in MOOCs is a challenge for education providers. This paper aims to explore reasons for high dropout rates within MOOCs and how they can be minimized. With this in mind, two research questions have been set for this study: 1) Why do MOOC participants not complete their courses? 2) How can the course completion rate be increased? Implementation of the strategies investigated in this paper can increase completion rates in MOOCs. In conclusion, after analyzing the collected data, the final results have shown that gamification increased the completion rate of MOOCs.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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