scholarly journals Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study (Preprint)

2018 ◽  
Author(s):  
Abrar Alturkistani ◽  
Azeem Majeed ◽  
Josip Car ◽  
David Brindley ◽  
Glenn Wells ◽  
...  
Keyword(s):  
Data Collection ◽  
Data Science ◽  
Evaluation Model ◽  
Evaluation Methodology ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Depth Analysis ◽  
Semistructured Interviews ◽  
Learner Perceptions

BACKGROUND This study presents learner perceptions of a pilot massive open online course (MOOC). OBJECTIVE The objective of this study was to explore data collection approaches to help inform future MOOC evaluations on the use of semistructured interviews and the Kirkpatrick evaluation model. METHODS A total of 191 learners joined 2 course runs of a limited trial of the MOOC. Moreover, 7 learners volunteered to be interviewed for the study. The study design drew on semistructured interviews of 2 learners transcribed and analyzed using Braun and Clark’s method for thematic coding. This limited participant set was used to identify how the Kirkpatrick evaluation model could be used to evaluate further implementations of the course at scale. RESULTS The study identified several themes that could be used for further analysis. The themes and subthemes include learner background (educational, professional, and topic significance), MOOC learning (learning achievement and MOOC application), and MOOC features (MOOC positives, MOOC negatives, and networking). There were insufficient data points to perform a Kirkpatrick evaluation. CONCLUSIONS Semistructured interviews for MOOC evaluation can provide a valuable in-depth analysis of learners’ experience of the course. However, there must be sufficient data sources to complete a Kirkpatrick evaluation to provide for data triangulation. For example, data from precourse and postcourse surveys, quizzes, and test results could be used to improve the evaluation methodology.

scholarly journals Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study

10.2196/10982 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e10982 ◽  
Author(s):  
Abrar Alturkistani ◽  
Azeem Majeed ◽  
Josip Car ◽  
David Brindley ◽  
Glenn Wells ◽  
...  
Keyword(s):  
Health Care ◽  
Data Collection ◽  
Continuing Education ◽  
Data Science ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals Ein Data Engineering Kurs für 10.000 Teilnehmer

2020 ◽  
Author(s):  
Nicolas Alder ◽  
Tobias Bleifuß ◽  
Leon Bornemann ◽  
Felix Naumann ◽  
Tim Repke
Keyword(s):  
Data Science ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Data Engineering

Zusammenfassung Im Januar und Februar 2020 boten wir auf der openHPI Plattform einen Massive Open Online Course (MOOC) mit dem Ziel an, Nicht-Fachleute in die Begriffe, Ideen, und Herausforderungen von Data Science einzuführen. In über hundert kleinen Kurseinheiten erläuterten wir über sechs Wochen hinweg ebenso viele Schlagworte. Wir berichten über den Aufbau des Kurses, unsere Ziele, die Interaktion mit den Teilnehmerinnen und Teilnehmern und die Ergebnisse des Kurses.

scholarly journals Protocol for a Mixed-Methods Evaluation of a Massive Open Online Course on Real World Evidence (Preprint)

2018 ◽  
Author(s):  
Edward Meinert ◽  
Abrar Alturkistani ◽  
David Brindley ◽  
Glenn Wells ◽  
Josip Car
Keyword(s):  
Data Science ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Structured Interviews ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Real World Evidence ◽  
Course Engagement ◽  
The Impact

BACKGROUND Increasing number of Massive Open Online Courses (MOOCs) are being used to train learners at scale in various healthcare related skills. However, many challenges in course delivery require further understanding, for example, factors exploring the reasons for high MOOC dropout rates, recorded low social interaction between learners and the lack of understanding of the impact of a course facilitators’ presence in course engagement. There is a need to generate further evidence to explore these detriments to MOOC course delivery to enable enhanced course learning design. OBJECTIVE This protocol aims to describe the design of a study evaluating learners knowledge, skills and attitudes in a Massive Open Online Course (MOOC) about data science for healthcare. METHODS This study will use two evaluation models: 1) The RE-AIM framework and the 2) Kirkpatrick model drawing data from pre and post-course surveys and post-MOOC semi-structured interviews. The primary goal of the evaluation is to appraise participants' knowledge, skills, and attitude after taking the MOOC. RESULTS A summary of the research findings will be reported through a peer-reviewed journal and will be presented at an international conference. CONCLUSIONS The proposed multi-method evaluation of the MOOC was determined based on the MOOC’s aims and objectives and the methodological approaches used to evaluate this type of a course. The MOOC evaluation will help appraise the effectiveness of the MOOC in delivering its intended objectives. CLINICALTRIAL Ethics approval for this study was obtained from Imperial College London through the Education Ethics Review Process (EERP) (EERP1617-030).

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

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

Sign in / Sign up

Export Citation Format

Share Document