scholarly journals Micro-credentials

2021 ◽  
Vol 3 (1) ◽  
pp. 27-28
Author(s):  
Neil Cowie ◽  
Keiko Sakui
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Online Courses ◽  
Well Being ◽  
Content Quality ◽  
National Education ◽  
Working Paper ◽  
Working Age ◽  
General Skills ◽  
Short Courses

Micro-credentials (MCs) are emerging as a viable form of non-degree qualification as they can offer flexible, inexpensive contents which closely match learners’ needs. The opportunities to gain MCs are increasing and academics involved in online learning are particularly situated to help make, assess and validate MC courses. However, the lack of agreed definitions as to what MCs are can undermine their value and uptake. This presentation attempts to fill this gap by summarizing common features and challenges of MCs.   In practice, MCs tend to be offered online (Gallagher, 2018) and are often seen as short courses for learners to reskill or upskill for work (Kato, Galán-Muros & Weko, 2020). Among a large range of courses leading to MCs, the most common are MOOCs. The top five providers in 2019 were Coursera, EdX, Udacity (all US); Future Learn (UK) and SWAYAM (India) (Shah, 2019). Such courses range from general skills (language learning) to more specific ones (coding). The top three courses from the most popular MOOC provider (Coursera) in 2019 were Machine Learning; Learning How to Learn; and the Science of Well-Being. Overall, the most popular courses are business and IT-related (Shah, 2019). The majority of learners who have been awarded MCs via MOOCs “tend to be relatively well-educated, male, and within the core-working age group (25-54)” (Kato, Galán-Muros & Weko, 2020, p. 23). Not enough data is yet available as to what degree these learners have found MCs are beneficial, either professionally or personally. A further question to be asked is to what extent MCs can reach out to non-traditional learners who can take advantage of these types of lifelong, alternative learning opportunities.   One key challenge is that there are few validating frameworks that MCs fit in to. This can cause problems for both learners and potential employers as it is difficult to demonstrate what exact values MCs offer and to answer the crucial question: “Are MCs going to be useful?” This is further complicated as MCs also vary widely in terms of duration, modes of assessment, and whether they can lead to further qualifications or not. In order to overcome these challenges governments are establishing criteria for MCs. Perhaps the leading agency in this area is New Zealand’s Qualifications Authority; and Australia, the EU and the US have also all created various MC models. The OECD has also produced a working paper (Kato, Galán-Muros & Weko, 2020) to guide policy makers as to what MCs are. This paper uses the term “alternative credentials” and includes certificates, digital badges and MCs within that term. It defines alternative credentials as ones “that are not recognised as standalone formal educational qualifications by relevant national education authorities”.   In sum, the term MCs is a contested one and there is an ongoing debate as to how they could develop in the future. What is not contested is that the number of online courses leading to MCs will continue to grow and so academics working in online education can influence their content, quality and form.

scholarly journals Level assessment of readiness of Russian as a foreign language teachers to use and create own online courses

2020 ◽  
Vol 48 (6) ◽  
pp. 234-247
Author(s):  
Viktoriia D. Gorbenko ◽  
◽  
Tatiana N. Dominova ◽  
Natalia O. Ilina ◽  
Julia A. Kumbasheva ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Training ◽  
Online Courses ◽  
Educational Process ◽  
Educational Technologies ◽  
Higher Education System ◽  
Ict Competence

Introduction. In the last decade, distance technologies (including the format of massive open online courses – MOOCs) have occupied an increasingly significant place in the higher education system. The sphere of teaching foreign languages, in particular, Russian as a foreign language (RFL), is no exception. Currently, knowledge of the basics of modern distance educational technologies and the ability to apply them in the educational process is the most important component of the RFL teacher's professiogram. The purpose of this study is to assess the level of readiness of RFL teachers to use existing MOOCs and create their own online courses. Materials and research methods. An analysis of the regulatory framework for professional certification of higher education teachers and an analysis of scientific sources devoted to the content of the ICT competence of an RFL teacher are applied. The survey involved 50 RFL teachers from various universities in St. Petersburg. Research results. It was found that there is a significant gap between the required content of the RFL teacher's professiogram in the field of ICT competence and the level of readiness of RFL teachers to use ready-made MOOCs and create their own online courses. Only 11% of those surveyed used MOOCs in their professional activities, and only 38% themselves studied with the help of such courses. 42% and 52% of respondents are ready to use ready-made MOOCs and create their own courses, respectively. The effectiveness of MOOCs in teaching RFL is rated highly by only 37% of respondents, another 34% rate it as average and 29% as low. Discussion of results and conclusion. The existence of this gap is explained by the fact that the professional training of RFL teachers in the field of ICT competence does not always keep pace with the changes in the field of modern educational technologies. In addition, not all teachers see the expediency of using MOOCs in the process of teaching RFL, since language learning requires communication practice, and MOOCs are more often used to convey the theoretical aspects of a particular discipline. Despite this, many RFL teachers have shown an active desire to use ready-made online courses and create their own, subject to the passage of appropriate training, the availability of information and technical support for specialists in online education, as well as material and legal support from the university administration.

A MODEL FOR DEVELOPING HIGH-QUALITY ONLINE COURSES: INTEGRATING A SYSTEMS APPROACH WITH LEARNING THEORY

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Maria Jean Puzziferro ◽  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Design Theory ◽  
Systems Approach ◽  
Online Courses ◽  
Process Models ◽  
State University ◽  
High Quality ◽  
Colorado State University ◽  
Online Instructional Design ◽  
Online Course Development

As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus.

The role of production and non-production factors in the formation of male mortality (on the example of two Arctic single-industry towns)

2020 ◽  
Vol 60 (11) ◽  
pp. 738-741
Author(s):  
Maria S. Bryleva
Keyword(s):  
Negative Impact ◽  
Well Being ◽  
Malignant Neoplasms ◽  
Male Mortality ◽  
Occupational Factors ◽  
Copper Nickel ◽  
Production Factors ◽  
Single Industry ◽  
Working Age ◽  
Quality Of Medical Care

Introduction. One of the priority socio-economic and medical-demographic problems in Russia is the high mortality. The study aim is to identify the most significant factors that determine the mortality on the example of two single-industry towns. Materials and methods. Mortality in two single-industry towns specializing in copper-nickel production, differenced in climate, environmental, and socio-economic indicators, was studied using age-standardized indicators averaged over 8 years (2010-2017). Results. In Monchegorsk, compared to Russia, with similar non-production characteristics, working-age mortality from cardiovascular diseases (CVD) was higher by 49.0%, from malignant neoplasms (MN) by 34.7%, from diseases of the digestive system by 35.5%, which confirms the negative impact of occupational factors on the mortality of the population of a single-industry city. In Norilsk city, with the worst characteristics of the environment and climate, compared to Monchegorsk, mortality from CVD was lower in working age by 40.6%, in post-working age by 41.4%; from MN - in working age lower by 37.2% that shows the compensating influence of socio-economic factors on mortality. Conclusion. Risk factors for increased mortality rates in single-industry towns with copper-nickel enterprises are the influence of harmful occupational factors, as well as environmental pollution. Along with primary prevention, an effective mechanism for reducing mortality is to improve socio-economic well-being, and the quality of medical care.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Middle and Below Living Standards: What Can We Learn from Beyond Income Measures of Economic Well-being?

2018 ◽  
Author(s):  
Marii Paskov ◽  
Joan E. Madia ◽  
Tim Goedemé
Keyword(s):  
Well Being ◽  
Material Deprivation ◽  
Living Standards ◽  
Household Level ◽  
The Great Recession ◽  
Level Data ◽  
Working Age ◽  
Household Incomes ◽  
The Relationship ◽  
Economic Well Being

This chapter complements the income-based measures of living standards on which earlier chapters have focused by incorporating non-income dimensions of economic well-being into its analysis, including indicators of material deprivation, economic burdens, and financial stress. It analyses how working-age households around and below the middle of the income distribution fared in European countries in the years before, during, and after the Great Recession. Harmonized household-level data across the members of the EU are analysed to see whether the evolution of these various non-income measures present a similar or different picture to household incomes over time. To probe what lies behind the patterns this reveals, four quite different countries are then examined in greater depth. Finally, the chapter also explores the relationship between material deprivation for households around and below the middle and overall income inequality.

Psychiatric symptoms among migrants to Malaysia from the southernmost provinces of Thailand

2021 ◽  
pp. 002076402198973
Author(s):  
Kathleen Ford ◽  
Aree Jampaklay ◽  
Aphichat Chamatrithirong
Keyword(s):  
Mental Health ◽  
Psychiatric Symptoms ◽  
Well Being ◽  
Policy Makers ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Working Age ◽  
Self Reporting Questionnaire ◽  
Depth Interviews ◽  
Migrant Groups

Aim: The objective of this paper is to examine the level of psychiatric symptoms and associated factors among Thai migrants from the southernmost Thai provinces of Pattani, Yala, and Narithiwat who are working in Malaysia. Comparisons will be made with the sending population in the southernmost provinces of Thailand. Methods: Data are drawn from survey and in-depth interviews with Thai migrants who are working in Malaysia. Comparisons are made with a probability sample of working age adults in Thailand. The twenty item Self Reporting Questionnaire (SRQ) was the measure of mental health. Results: The study found that the migrants, on average, have normal levels of psychiatric symptoms. However, although about 24% of migrants reported more eight or more symptoms that may indicate a need for evaluation. There are many stressors in their lives including distance from families, reduced social support, legal matters surrounding immigration, and discrimination/exploitation of migrant groups. Conclusion: The study highlights the need for policy makers and non-governmental organizations to give attention to migrants’ mental health, well-being and sustainable livelihoods.

scholarly journals Factors Influencing Students’ Behavior and Attitude Towards Online Education during COVID-19

2021 ◽  
Vol 13 (13) ◽  
pp. 7469
Author(s):  
Gratiela Dana Boca
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Individual Characteristics ◽  
Online Assessment ◽  
Teaching Skills ◽  
Educational Activities ◽  
Online Platforms ◽  
Factors Influencing ◽  
The World

Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said that online education in a pandemic situation is beneficial for 78% of them. A total of 41.7% percent of students appreciated the teachers’ teaching skills and the quality of online courses since the beginning of the pandemic, and 18.7% percent of the students appreciated the additional online materials for study to support their education. However, students found online education stressful, but preferred online assessment for evaluation. This pandemic has led to the new stage of Education 4.0, online education, and the need to harmonize methods of education with the requirements of new generations.

scholarly journals Early Dropout Prediction in MOOCs through Supervised Learning and Hyperparameter Optimization

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1701
Author(s):  
Theodor Panagiotakopoulos ◽  
Sotiris Kotsiantis ◽  
Georgios Kostopoulos ◽  
Omiros Iatrellis ◽  
Achilles Kameas
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Early Stage ◽  
Activity Patterns ◽  
Daily Basis ◽  
Machine Learning Algorithms ◽  
Supervised Machine Learning ◽  
Educational Institutions ◽  
Student Dropout ◽  
Wide Range

Over recent years, massive open online courses (MOOCs) have gained increasing popularity in the field of online education. Students with different needs and learning specificities are able to attend a wide range of specialized online courses offered by universities and educational institutions. As a result, large amounts of data regarding students’ demographic characteristics, activity patterns, and learning performances are generated and stored in institutional repositories on a daily basis. Unfortunately, a key issue in MOOCs is low completion rates, which directly affect student success. Therefore, it is of utmost importance for educational institutions and faculty members to find more effective practices and reduce non-completer ratios. In this context, the main purpose of the present study is to employ a plethora of state-of-the-art supervised machine learning algorithms for predicting student dropout in a MOOC for smart city professionals at an early stage. The experimental results show that accuracy exceeds 96% based on data collected during the first week of the course, thus enabling effective intervention strategies and support actions.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

Sign in / Sign up

Export Citation Format

Share Document