IMPLEMENTING LEARNING ANALYTICS IN A MASSIVE OPEN ONLINE COURSE FOR LANGUAGE LEARNING

2020 ◽  
Author(s):  
Jasmin Klindžić ◽  
Mihaela Banek Zorica ◽  
Jadranka Lasić-Lazić
Keyword(s):  
Language Learning ◽  
Learning Analytics ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform

2019 ◽  
Vol 14 (15) ◽  
pp. 182
Author(s):  
Xiufang Liang ◽  
Jin Pang
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Teaching Method ◽  
Foreign Language Learning ◽  
Online Course ◽  
Massive Open Online ◽  
Teaching Mode ◽  
English Teaching ◽  
Massive Open Online Course ◽  
Learning And Collaboration

The web-based collaborative teaching mode is the key to reforming the teaching mode and developing the teaching practice. To improve the traditional English teaching mode, this paper puts forward an innovative English teaching method for elementary, secondary and higher education based on the massive open online course (MOOC) and Google Collaboration platform. The research shows that it is possible for students to learn collaboratively under the guidance of teachers; the students can broaden their horizon by searching for more materials on the online collaboration platform, according to the objectives and themes laid down by the teachers; the proposed innovative English teaching method can improve the learning efficiency of the students, encourage them to participate in learning and collaboration, arouse their interest and enthusiasm in foreign language learning, and help them to gain insights into learning. The research findings provide technical support to the reform and innovation of English teaching mode, and lays a theoretical basis for deepening the reform of teaching methods in various disciplines.

scholarly journals The dinosaur that lost its head: A contribution to a framework using Learning Analytics in Learning Design

2019 ◽  
Vol 12 (21) ◽  
pp. 21 ◽  
Author(s):  
René Boyer Christiansen ◽  
Karsten Gynther ◽  
Rasmus Jørnø
Keyword(s):  
Learning Analytics ◽  
Design Research ◽  
Online Courses ◽  
Online Course ◽  
Learning Design ◽  
Massive Open Online ◽  
Educational Design ◽  
Massive Open Online Course ◽  
Educational Design Research

This paper presents an approach to the meaningful use of learning analytics as a tool for teachers to improve the robustness of their learning designs. The approach is based on examining how participants act within a Massive Open Online Course (MOOC) format through learning analytics. We show that a teacher/designer can gain knowledge about his or her intended, implemented and attained learning design; about how MOOC participants act in response to these and about how students are able to develop ‘study efficiency’ when participating in a MOOC. The learning analytics approach makes it possible to follow certain MOOC students and their study behaviour (e.g. the participants who pass the MOOC by earning enough achievement badges) and to examine the role of the moderator in MOOCs, showing that scaffolding plays a central role in studying and learning processes in an educational format such as a MOOC. Key words: MOOCs, Massive Open Online Courses, data-saturated, learning analytics, learning design, educational design research, LMS.

scholarly journals Introduction into Sparks of the Learning Analytics Future

2015 ◽  
Vol 1 (3) ◽  
pp. 145-149 ◽  
Author(s):  
Mykola Pechenizkiy ◽  
Dragan Gasevic
Keyword(s):  
Doctoral Students ◽  
Learning Analytics ◽  
Harvard University ◽  
Traditional Classroom ◽  
Data Driven ◽  
Online Course ◽  
Summer Institute ◽  
Massive Open Online ◽  
Doctoral Research ◽  
Massive Open Online Course

This section offers a compilation of 16 extended abstracts summarizing research of the doctoral students who participated in the Second Learning Analytics Summer Institute (LASI 2014) held at Harvard University in July 2014. The abstracts highlight the motivation, main goals and expected contributions to the field from the ongoing learning analytics doctoral research around the globe. These works cover several major topics in learning analytics including novel methods for automated annotations, longitudinal analytic studies, networking analytics, multi-modal analytics, dashboards, and data-driven feedback and personalization. The assumed settings include the traditional classroom, online and mobile learning, blended learning, and massive open online course education models.

scholarly journals A Systematic Literature Review on Massive Open Online Course for Language Learning

2019 ◽  
Vol 10 (12) ◽  
pp. 3195-3204
Author(s):  
Ghazali Zainuddin ◽  
Mohd Shahrul Nizam Danuri ◽  
Adnan Mat Ali ◽  
Mohammad Imran Ahmad ◽  
Nor Effendy Ahmad Sokri ◽  
...  
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Systematic Literature Review ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

2021 ◽  
Vol 17 (3) ◽  
pp. 1440-1456
Author(s):  
Zulkarnin Zakaria ◽  
Mahiz Spawi ◽  
Mohd Zamrus Mohd Ali ◽  
Ahmad Fuad Mohamad Amin ◽  
Rossidi Usop
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Gifted Students ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

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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