scholarly journals M-Track: Progress Tracking System for MOOC Development

2020 ◽  
Vol 16 (1) ◽  
pp. 85
Author(s):  
Harrinni Md Noor ◽  
Anealka Aziz
Keyword(s):  
Public Universities ◽  
Tracking System ◽  
Pilot Project ◽  
Online Course ◽  
Ministry Of Education ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
Track System ◽  
E Learning

In 2014, the Ministry of  Education initiated Massive Open Online Course (MOOC) pilot project at public universities in Malaysia. Universiti Teknologi MARA (UiTM) was selected among three public universities to develop the university’s own MOOC.  This pilot project is one of the initiatives by the Malaysian government to support the ninth shift of Malaysia Education Blueprint 2015 – 2025 (Higher Education): Globalized Online Learning, which is introduced to achieve the desired outcomes set by the National e-Learning Policy (Dasar e-Pembelajaran Negara or DePAN). All MOOCs are now available on the Open Learning platform and offered throughout the year. It is a huge task indeed to manage and monitor simultaneous MOOC development in all UiTM faculties and state campuses. Thus, a tracking system to monitor the progress of MOOC development by lecturers called the M-Track System was designed. This paper explains how the system was developed and implemented. The system facilitates e-learning administrators to monitor the quality of MOOC at all 26 faculties and 12 UiTM campuses throughout Malaysia before there were offered to the public.The system can generate several types of report and this ensures the duration of MOOC development is adhered to. The target users of the system are the MOOC developers, MOOC Coordinators, MOOC Managers at the institution and anyone who wishes to develop MOOC. Keywords: MOOC tracking, MOOC development, MOOC monitoring, MOOC reporting

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.

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.

The Value of Postgraduate Students Opinions in the Quality Management of Academic E-Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 183-194
Author(s):  
Grażyna Rembielak ◽  
Renata Marciniak
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Small Sample ◽  
Academic Education ◽  
Postgraduate Students ◽  
Special Obligation ◽  
Learning Platform ◽  
E Learning ◽  
The University

Abstract The quality of online education is of interest to universities around the world. Only high quality and cyclical evaluation are the conditions for obtaining students’ satisfaction with this form of education. In the pandemic era, digital dissemination and open education have become a special obligation of academic education. This paper aims to present the opinions of postgraduate students on the quality of e-learning forced by the Covid-19 pandemic. The study was conducted using an online survey questionnaire sent to all 173 MBA and Executive MBA (EMBA) students studying during the pandemic era in Poland's leading Business School, 40% of whom returned completed valid surveys. Students assessed aspects of e-learning such as teaching materials, communication with lecturers, the attractiveness of online classes, networking, strategies, and criteria for evaluating didactic activities, e-learning platform, and support received from the university. The results showed that although most examined aspects are perceived very well or well by the students, there is always some space for improvement. Despite the fact that the study was conducted on a small sample of students, their opinions obtained during the survey provide valuable information to universities about the quality of postgraduate e-learning from its main actors, that is, students. Based on this, the paper presents clear recommendations to universities on how the quality of online education could be managed and improved.

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 Challenges in the Creation, Development and Implementation of MOOCs: Web Science Course at the University of Southampton

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 37-44 ◽  
Author(s):  
Maria-del-Mar Sánchez-Vera ◽  
Manuel León-Urrutia ◽  
Hugh Davis
Keyword(s):  
Course Design ◽  
Online Course ◽  
Distinctive Features ◽  
Massive Open Online Course ◽  
Advantages And Disadvantages ◽  
Web Science ◽  
E Learning ◽  
The Creation ◽  
The University ◽  
Participation Index

Massive is one of the distinctive features of MOOCs which differentiate them from other e-learning experiences. This massiveness entails certain possibilities, but also some challenges that must be taken into consideration when designing and implementing a Massive Open Online Course, in relation to context, work progress, learning activities, assessment, and feedback. This document presents an analysis of the advantages and disadvantages of the massive aspect of MOOCs, and specifically it narrates the experience of creating a MOOC on Web Science, developed at the University of Southampton (United Kingdom) using the new FutureLearn platform, in autumn 2013. In this document, the importance of Web Science as an emerging field is analyzed and its origins explored. The experience gained from the decisions and the work progress developed for the creation and implementation of a specific MOOC is also shared here. The final section of the paper analyses some data from the MOOC in Web Science, including the participation index, the comments and interactions of some participants, tools used, and the organization of facilitation. Challenges involved in running a MOOC related to course design, platform use and course facilitation are also discussed. El carácter masivo es una de las peculiaridades de los MOOC, que lo diferencian de otro tipo de experiencias de aprendizaje en red. Este hecho configura una serie de posibilidades, pero también una serie de retos que hay que tener en cuenta a la hora de diseñar e implementar un curso masivo en red, en relación, por ejemplo, a los contenidos, el proceso de trabajo, las actividades, la evaluación y el feed-back. Este trabajo presenta un análisis de las ventajas y desventajas del carácter masivo de los MOOC y concretamente describe la experiencia de creación de un MOOC sobre Web Science desarrollada en la Universidad de Southampton (Reino Unido) en la plataforma FutureLearn durante el otoño de 2013. Se analiza la importancia del estudio de la rama de Web Science y cómo se originó esta experiencia. También describen las decisiones y el proceso de trabajo desarrollado para la creación e implementación del MOOC en concreto. Se termina este trabajo analizando alguno de los datos que se han obtenido, como el índice de participación (ligeramente elevado respecto a la media de los MOOC), los comentarios de los participantes, la manera de gestionar la facilitación del curso y algunos de los retos que nos encontramos a la hora de gestionar un MOOC, que se relacionan con el diseño del curso, la plataforma que se utiliza y cómo se organiza la facilitación del curso.

scholarly journals What Research Says About MOOCs – An Explorative Content Analysis

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Aras Bozkurt ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh
Keyword(s):  
The Body ◽  
Online Course ◽  
Journal Articles ◽  
Research Directions ◽  
Massive Open Online Course ◽  
Research Journal ◽  
Mining Tool ◽  
Published Research ◽  
Text Mining Tool

<p class="3">Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map patterns in research on MOOCs by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purposes of this study, a text-mining tool was used to analyse the content of the published research journal articles and to reveal the major themes and concepts covered in the publications. The findings reveal that the MOOC literature generally focuses on four lines of research: (a) the potential and challenges of MOOCs for universities; (b) MOOC platforms; (c) learners and content in MOOCs; and (d) the quality of MOOCs and instructional design issues. Prospective researchers may use these results to gain an overview of this emerging field, as well as to explore potential research directions.</p>

scholarly journals Moodle e-learning platform as a resource for improving the quality of technical education

2018 ◽  
Vol 8 (6) ◽  
pp. 138-154 ◽  
Author(s):  
Sergey Vladimirovich Erokhin ◽  
Albina Rifovna Sadykova ◽  
Julia Sergeevna Zhdankina ◽  
Andrey Vyacheslavovich Korzhuev ◽  
Sergey Viktorovich Semenov
Keyword(s):  
Technical Education ◽  
Learning Platform ◽  
E Learning

scholarly journals Developing Massive Open Online Course (MOOC) : Need Analysis of Teaching Materials for Madrasah English Teachers

2017 ◽  
Vol 10 (2) ◽  
pp. 170 ◽  
Author(s):  
Dewi Wahyu Mustikasari
Keyword(s):  
Communicative Competence ◽  
English Teachers ◽  
Online Course ◽  
Ministry Of Education ◽  
Teaching Materials ◽  
Authentic Materials ◽  
Massive Open Online Course ◽  
Need Analysis ◽  
Materials Used ◽  
Analysis Of Teaching

The purposes of this study are (1) to recognize the textbooks or other teaching materials used by the Madrasah English teachers, (2) to identify their obstacles in preparing the teaching materials, (3) to analyze the teaching materials which can be developed in MOOC, (4) to analyze the teaching materials for MOOC which are related to the Indonesian curriculum, (5) to analyze their willingness of proffesional teaching development by joining MOOC. This study used a descriptive qualitative approach. Moreover, the subjects of the study were 3 English teachers of MTs Negeri Salatiga and 5 English teachers of MAN Salatiga. Observation, interview and documentation were used as the techniques of data collection. The results showed that (1) they used the textbooks from Ministry of Education (MOE), selected main handbooks, supplemenatary teaching materials from certain websites, (2) communicative competence as the main issue of content of textbook from MOE gave different challanges for them to prepare the teaching materials, (3) authentic materials were highly needed to be developed in MOOC, (4) characters building based-teaching materials needed to be developed too as those are the uniqueness of the Indonesian curriculum, (5) they had less interest to join MOOC as their way to develop their proffesional teaching development.Keywords: MOOC, English teaching materials, authentic materials, characters building

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. 

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