scholarly journals Integration of massive open online courses into the educational process of the university as a factor in the personalization of history education

2020 ◽  
Author(s):  
G. Mozhaeva ◽  
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Academic Discipline ◽  
History Education ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Behavior ◽  
Massive Open Online ◽  
The University

In this article, three models of integration of massive open online courses (MOOCs) into the educational process are considered. They allow providing web support for training, implementing blended learning and completely replacing the academic discipline with an online course. The potential of MOOCs for individual learning paths is analyzed. They allow taking into account the peculiarities of students' learning behavior and the focus on achieving educational results. The necessary for MOOC integration conditions are described.

scholarly journals Intellectualization of professional and pedagogical activity based on the integration of pedagogical and digital technologies

2020 ◽  
pp. 83-92
Author(s):  
Natalia P. Goncharuk ◽  
Evgeniya I. Khromova
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Open Educational Resources ◽  
Massive Open Online Courses ◽  
Learning Technology ◽  
Massive Open Online

The article is dedicated to the issues of intellectualization of professional and pedagogical activity with the main purpose of continuously development of teachers’ competencies in the field of using digital technologies in the educational process, transformation of the teachers’ activities in accordance with the capabilities of modern information and communication technologies and the digital educational environment. The article highlights the potential of massive open online courses and open educational resources that contribute to the development of ways to effectively use Internet technologies in education. The article points out the role of the pedagogical technologies’ integration with the latest digital technologies in updating and developing the competencies of teachers. The article describes how to use online courses in the educational process, scenarios for integrating online courses into the educational process, technologies for placing educational materials, interaction tools in an electronic informational and educational environment. The article focuses on blended learning technology as a means of implementing an integrated learning model using Internet resources. The article highlights the main characteristics of blended learning technology allowing the use of modern methods and tools of online learning, combining the advantages of educational and digital technologies. Particular attention is paid to the “MOOC discipline support” model which uses massive open online courses as additional material. The article describes variants of methodological support for the process of implementing an online course, Internet services for organizing academic work and networking.

scholarly journals MOOCs - perspektiver for UC-sektoren i Danmark

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Hanne Wacher Kjærgaard ◽  
Lars Peter Bech Kjeldsen ◽  
Vibe Alopaeus Jelsbak ◽  
Thomas Bendsen
Keyword(s):  
Global Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Entry Level ◽  
Financial Pressure ◽  
Hands On ◽  
Education Market ◽  
The University

I en tid, hvor økonomien er under pres i den danske uddannelsessektor, og hvor ønsket om rationalisering af undervisningen går hånd i hånd med et ønske om øget kvalitet gennem yderligere digitalisering, bliver spørgsmålet om inddragelse af MOOCs (Massive Open Online Courses) interessant. En MOOC er et gratis kursustilbud uden adgangsbegrænsning og uden begrænsning i deltagerantal. Litteraturen (Barbour, 2012; Kim, 2012) viser, at flere universiteter relativt hovedkulds, og måske mest af frygt for ikke at få en central placering i kapløbet om de internationale studerende, har kastet sig over denne uddannelses- og kursusform. Som et bidrag til en kvalificeret drøftelse af perspektiverne for MOOCs i UC-sektoren beskriver denne artikel fænomenet og diskuterer læringsmæssige perspektiver rettet mod det globale marked for uddannelse. Målet er gennem et litteratur-review og erfaringer fra deltagelse i et antal MOOCs at afdække, hvad det kræver at udbyde en MOOC, hvad andre har gjort, hvem der udbyder, hvem der deltager, og hvilke perspektiver der kunne være for de nordiske lande.Abstract in EnglishDue to an increasing financial pressure in the Danish educational sector and a demand for rationalization as well as higher quality through digitization, the question of whether or not to adopt MOOCs (Massive Open Online Courses) becomes interesting. A MOOC is a free, online course offered to all with no entry level demands and with no limitation on participant numbers. Studies (Barbour, 2012; Kim, 2012) show that several universities have plunged into this type of courses relatively headlong, perhaps mainly driven by fear of losing out in the competition for international students.  With the intention of contributing to an informed discussion of the university college perspectives of MOOCs, this article describes the phenomenon and discusses its peda-gogical perspectives in the context of the global education market. Through a literature review as well as hands-on participation in a number of MOOCs, the aim is to uncover what it takes to offer a MOOC, what others have done, who the providers are, who the participants are, and what perspectives MOOCs might hold in a Scandinavian context.

scholarly journals INTRINSIC MOTIVATION OF STUDENTS DURING BLENDED LEARNING OF BUSINESS ENGLISH

2020 ◽  
pp. 55-60
Author(s):  
Olga Ogurtsova ◽  
Svitlana Petrova Petrova
Keyword(s):  
Intrinsic Motivation ◽  
Blended Learning ◽  
Personal Growth ◽  
Teaching Practice ◽  
Online Courses ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Learning Method ◽  
Business English ◽  
Massive Open Online

The article discusses the issue of improving the efficiency of teaching Business English to students of economic specialties using educational Internet resources. The described method of blended learning involves the active independent work of students with resources hosted on the platform www.edx.org and active discussion of the results of this work during the classroom. The results of the survey indicate a high motivation of students to learning Business English according to the main principles of the blended learning approach. According to the survey conducted in the framework of the first stage of experimental research, during the work with the offered educational materials of the Internet, the intrinsic motivation of students was at a high level. In particular, the students themselves found such work useful and effective for developing competence in listening, reading, writing and speaking. Observation of the practical classes showed that students’ involvement in the educational process has increased significantly. Students ‘subjective feelings about the effectiveness of their online learning resources were supported by objective data, including the students’ performance charts, which were recorded by the platform. All students successfully completed more than half of the proposed assignments. Based on the results of the study, it can be argued that the use of edx massive open online courses in the framework of blended learning method (both in Ukrainian and in a foreign languages) in the teaching practice of higher educational establishments is very promising for improving the quality of education not only in Business English but also in other professional disciplines. Moreover, the use of edx massive open online courses in the framework of blended learning method will help students to develop continuing education tools and high intrinsic motivation to use these tools in their future professional and personal growth.

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

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Riana Mardina
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

scholarly journals A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

scholarly journals Topic Discovery of Online Course Reviews Using LDA with Leveraging Reviews Helpfulness

2019 ◽  
Vol 9 (1) ◽  
pp. 426
Author(s):  
Fetty Fitriyanti Lubis ◽  
Yusep Rosmansyah ◽  
Suhono H. Supangkat
Keyword(s):  
Topic Modeling ◽  
Online Courses ◽  
Influential Factors ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Small Scale ◽  
Massive Open Online ◽  
Topic Discovery ◽  
Modeling Approach ◽  
Teaching Learning

Despite the popularity of the Massive Open Online Courses, small-scale research has been done to understand the factors that influence the teaching-learning process through the massive online platform. Using topic modeling approach, our results show terms with prior knowledge to understand e.g.: Chuck as the instructor name. So, we proposed the topic modeling approach on helpful subjective reviews. The results show five influential factors: “learn easy excellent class program”, “python learn class easy lot”, “Program learn easy python time game”, and “learn class python time game”. Also, research results showed that the proposed method improved the perplexity score on the LDA model.

scholarly journals A Semantic Recommendation System for Learning Personalization in Massive Open Online Courses

2020 ◽  
Vol 8 (1) ◽  
pp. 71
Author(s):  
Sara Assami ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Recommendation System ◽  
Online Courses ◽  
Learning Technologies ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Context ◽  
Massive Open Online ◽  
New Era ◽  
Learner Model ◽  
Massive Open Online Course

<p class="0abstract">For an innovation producing education, MOOC (Massive Open Online Course) platforms offer a plethora of learning resources and pedagogical activities to support the university’s 4.0 new era and the lifelong learning movement. Nevertheless, the rapid advances in learning technologies imply the need for personalized guidance for learners and adapted learning materials. In this paper we seek to enhance the MOOC learner experience by providing a semantic recommender system for the diversity and abundance of MOOCs available for learners. Firstly, the paper analyses the state of the art of the semantic recommendation approach in a distance learning context. Then it describes the proposed MOOC recommendation system that uses the ontological representation of the learner model and MOOCs content to make its intelligent suggestions. Finally, we explore the development phases of the semantic MOOC recommendation system to define the implications for the progress of our research.</p>

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