scholarly journals Introduction to the Special Issue: Highlighting the Best Papers from the OTL SIG AERA 2019

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Karen Swan ◽  
Jennifer Richardson ◽  
Tadd Farmer
Keyword(s):  
Annual Meeting ◽  
Online Courses ◽  
Student Perspectives ◽  
Massive Open Online Courses ◽  
Faculty Mentoring ◽  
Special Issue ◽  
Massive Open Online ◽  
Award Winning ◽  
Research Findings ◽  
Issue Report

At the 2019 annual meeting, the OTL SIG received 145 proposals from which 66 were selected to present. The articles in this special issue report on the research findings stemming from those proposals. It includes several articles concerned with quality in a variety of settings and from both instructor and student perspectives. Instructor perceptions of the development of community and faculty mentoring are also explored, and one paper examines what the instructors of award-winning courses believe makes them award winning. There are also several articles concerned with Massive Open Online Courses (MOOCs). We are also pleased to have the 2019 best paper recipient among the articles collected here.

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.

scholarly journals Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Aras Bozkurt ◽  
Whitney Kilgore ◽  
Matt Crosslin
Keyword(s):  
Learning Community ◽  
First Generation ◽  
Online Courses ◽  
Actor Network Theory ◽  
Learning Opportunities ◽  
Massive Open Online Courses ◽  
Teaching Presence ◽  
Massive Open Online ◽  
Research Findings ◽  
Teaching Learning

Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’ needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.

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

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

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