scholarly journals Hogyan alakul (hat) a tanulói aktivitás egy MOOC során?

2017 ◽  
Vol 16 (4) ◽  
pp. 40
Author(s):  
Zsolt Námesztovszki ◽  
Dorottya Balázs P. ◽  
Cintia Kovács ◽  
Lenke Major ◽  
Dijana Karuović
Keyword(s):  
Empirical Data ◽  
Activity Patterns ◽  
Online Course ◽  
Learning Tools ◽  
Working Process ◽  
Massive Open Online ◽  
Student Activities ◽  
Massive Open Online Course ◽  
E Learning ◽  
Video Material

Manapság egyre több szó esik az időtől és helytől független tanulásról, amely elektronikus eszközök segítségével valósul meg. Ezen eszközök szervezett és összefogott megjelenítését biztosítják a MOOC (Massive Open Online Course) típusú kurzusok. Ezek a kurzusok egyre nagyobb népszerűségnek örvendenek az oktatók és a tanulók körében is, és egyre több ilyen struktúrájú képzés jelenik meg. Az utóbbi években magyar nyelvű képzések is egyre gyakrabban érhetők el, azonban ezek működése (az empirikus adatok tükrében) már kevésbé ismert. Ezt a kört bővíti ez a tanulmány, amely a tanulói aktivitás intenzitását vizsgálja a videómegtekintések, a fórumaktivitások és a tesztek kitöltésének ideje alapján három, saját készítésű MOOC felületén. --- Tracing learners' activity patterns in 3 MOOC trainings Nowadays, more and more researchers and teachers are talking about e-learning, which makes education independent of time and place. The MOOC (Massive Open Online Course) provides the organized and coordinated look of these e-learning tools. These courses are becoming more and more popular among instructors and students alike, and there are a number of these sorts of structured courses. In recent years there have also been a great number of courses available in Hungarian too, but their working process is less well-known (in light of empirical data). This study examines the intensity of the student activities during the video-material, the forum activities and the time of completion of the tests, on the basis of three self-made MOOCs.

Understanding learner participation at scale: How and why

2020 ◽  
Vol 17 (3) ◽  
pp. 236-252
Author(s):  
Samaa Haniya ◽  
Luc Paquette
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Learner Participation ◽  
Massive Open Online Course ◽  
Motivation For Learning ◽  
E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

scholarly journals Competencias digitales en docentes de la Carrera de Enfermería de la Universidad Técnica de Ambato

2017 ◽  
Vol 2 (1, Mar) ◽  
pp. 18-22
Author(s):  
Diana Nancy Martínez García
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
E Learning ◽  
Competencias Digitales

Introducción: El aprendizaje electrónico e-learning, incorporó la conectividad a través del Internet acercando el conocimiento y el desarrollo académico por medio de los espacios de aprendizaje virtuales. Del tradicional e-learning a la masificación de los cursos abiertos Massive Open Online Course, se ha revolucionado el mundo educativo en función de la oferta de formación académica abierta y de calidad.Objetivo: Evaluar las competencias digitales de los docentes de la Carrera de Enfermería de la Universidad Técnica de Ambato.Métodos: Se realizó un estudio observacional, descriptivo y retrospectivo con el objetivo de conocer las competencias digitales de los docentes de la Carrera de Enfermería. La población estuvo formada por 30 docentes, a los que se les aplicó un instrumento de evaluación para conocer las competencias digitales que poseían.Resultados: Los docentes estuvieron bien familiarizados con el uso de la Internet (n=19; 63%), y el uso de software educativos (n=8; 27%). El 37% de los docentes utilizó el Internet para el desarrollo de sus clases, el 33% lo utilizó a menudo, mientras que el 2,7% lo utilizó en determinadas ocasiones.Conclusiones: Las competencias digitales de los docentes estuvieron en un nivel medio de pericia, los docentes conocieron y manejaron las herramientas informáticas que integraron a su práctica docente, no obstante se evidenció la necesidad de acompañamiento por parte de personal especializado en el área de tecnologías de la información y la comunicación. 

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

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.

Creating an Online Video Course for Computational Wave Propagation

2019 ◽  
Author(s):  
Heiner Igel ◽  
Maika Nies ◽  
Rakshit Joshi ◽  
Andrea Perez ◽  
Berta Vilacis ◽  
...  
Keyword(s):  
Wave Propagation ◽  
Online Courses ◽  
Earth Science ◽  
Online Course ◽  
Online Video ◽  
Massive Open Online Course ◽  
History Of ◽  
E Learning ◽  
Learning Platforms ◽  
Video Material

ABSTRACT Teaching and training using online video material in science is on the rise. Science students entering universities today are of a “YouTube generation,” most likely already having a history of accessing educational videos for learning at school. Here, we report on our experiences with preparing a Massive Open Online Course (MOOC) for the COURSERA platform in the area of computational wave propagation. We describe the complexity of the process but also highlight the opportunities that this form of training offers on state‐of‐the‐art e‐learning platforms. It is foreseeable that in the future universities will promote combinations of direct and supervised online course learning, allowing for more flexibility and variability of training content. We propose that Earth‐Science‐specific databases with links to online courses should be developed, making such courses more accessible to the research community.

Collaborative MOOC Content Design and Automatic Assessment Based on ODALA Approach

2017 ◽  
Vol 10 (2) ◽  
pp. 19-39 ◽  
Author(s):  
Nacera Hammid ◽  
Lynda Haddadi ◽  
Farida Bouarab-Dahmani
Keyword(s):  
Educational Institutions ◽  
Online Course ◽  
Pedagogical Issues ◽  
Learning Approach ◽  
Automatic Assessment ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Automated Evaluation ◽  
E Learning ◽  
Content Design

Since the fall of 2011, the Massive Open Online Course (MOOC) phenomenon is still being qualified as the most attractive and discussed subject by educational communities and public. In the literature, there are many researches about this recent e-learning generation that vary as the goals vary from raising pedagogical issues to economics ones. Several case studies state that MOOCs are challenging the use of technologies to enhance learning; others think that MOOCs can induce to disruptive in education and educational institutions. In this paper, we propose an instructional design for a kind of MOOC platforms where mainly the use of disciplines specifications and automated evaluation of MOOC learners are possible to settle the source of these problems. Our proposition is based on ODALA (Ontology-Driven Auto-evaluation Learning Approach) principles and on the disciplines' knowledge capitalization using a meta-model represented as domain ontology for disciplines modeling inspired by this approach.

scholarly journals The effects of perceived usefulness, confirmation and satisfaction on continuance intention in using massive open online course (MOOC)

2019 ◽  
pp. 201-214
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Online Course ◽  
Continuance Intention ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Proposed Model ◽  
E Learning

Massive Open Online Course (MOOC) has been playing an important role in the latest e-learning initiative and has obtained a widespread popularity in many universities. However, the low course completion rates of students have become an outstanding issue that should not be neglected. Based on the Expectation-Confirmation Model (ECM), this study examines the effects of students’ perceived usefulness, confirmation and satisfaction on MOOC continuance intention. Structural Equation Modeling (SEM) was used to validate the proposed model and hypotheses. Participants were 368 undergraduate students enrolled in a MOOC platform. The study’s result revealed that confirmation has significant effects on students’ perceived usefulness and satisfaction. Perceived usefulness and satisfaction have significant effects on students’ continuance intention while perceived usefulness has no significant effects on students’ satisfaction. This study will help to outspread our understanding of what influence students to continue using MOOC.

scholarly journals Integration of a MOOC into a traditional third-level e-learning platform

2017 ◽  
Author(s):  
Frank Fuchs-Kittowski
Keyword(s):  
Computer Science ◽  
Online Course ◽  
Science And Society ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
Environmental Informatics ◽  
E Learning

This article presents the didactic concept and the Massive Open Online Course (MOOC) e-learning solution for the course “Environment, computer science and society” in the environmental informatics degree course at the HTW Berlin, which was realised on the basis of the traditional third-level learning platform Moodle.

Auto Grouping and Peer Grading System in Massive Open Online Course (MOOC)

2015 ◽  
Vol 13 (3) ◽  
pp. 25-43 ◽  
Author(s):  
Yi Chiou ◽  
Timothy K. Shih
Keyword(s):  
Flipped Classroom ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Course Materials ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
E Learning

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.

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