scholarly journals Massive open online courses on biomedical informatics

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 180
Author(s):  
Cender Udai Quispe-Juli ◽  
Victor Hugo Moquillaza-Alcántara ◽  
Katherine Arapa-Apaza
Keyword(s):  
United States ◽  
Observational Study ◽  
Data Science ◽  
Developing World ◽  
Online Courses ◽  
Biomedical Informatics ◽  
The United States ◽  
Massive Open Online Courses ◽  
Common Language ◽  
Massive Open Online

This study aimed to identify the characteristics of massive open online courses (MOOCs) related to biomedical informatics offered in several plataforms. We conducted an observational study on specialized MOOCs platforms to find courses related to biomedical informatics, in 2018. Our search identified 67 MOOCs on biomedical informatics. The majority of MOOCs were offered by Coursera (71.6%, 48/67), English was the most common language (95.5%, 64/67). The United States developed the majority of courses (73.1%, 49/67), with the vast majority of MOOCs being offered by universities (94%, 63/67). The majority of MOOCs were in bioinformatics (56.7%, 38/67) and data science (47.7%, 32/67). In conclusion, the MOOCs on biomedical informatics were focused in bioinformatics and data science, and were offered in English by institutions in the developing world.

MOOCs, A Phenomenon with Many Faces

2018 ◽  
Vol 9 (3) ◽  
pp. 27-39 ◽  
Author(s):  
Wolfram Lothar Laaser ◽  
Ulises Roman Concha
Keyword(s):  
United States ◽  
Latin America ◽  
Online Courses ◽  
The United States ◽  
Global Market ◽  
Massive Open Online Courses ◽  
Economic Sustainability ◽  
Massive Open Online ◽  
Production And Distribution ◽  
Initial Concept

The research presented analyses the application of MOOCs (Massive Open Online Courses) and its successes and failures so far. The authors discuss their different facets that emerged from their initial concept up to the implementation in the United States, Europe and Latin America. The article goes on with a short empirical and comparative study of the attention that the term “MOOCs” has received in different regions over the last five years. In what follows, the most deficient aspects of MOOCs and the resulting consequences will be extended and thus,contributes to explain the rise and fall of the MOOCs. The authors also evaluate factors which have been less discussed in the literature up to date, such as the form and design of their production and distribution processes, economic sustainability as well as prospects to create a global market for MOOCs.

Hispanic LEP, MOOCs, and Meetups

2016 ◽  
pp. 149-160
Author(s):  
Ramón Talavera-Franco
Keyword(s):  
United States ◽  
Communities Of Practice ◽  
21St Century ◽  
Limited English Proficient ◽  
Minority Groups ◽  
Online Courses ◽  
The United States ◽  
Local Communities ◽  
Massive Open Online Courses ◽  
School Segregation

The 21st Century demands the transformation of education into a more collaborative system. School stakeholders should strengthen the sharing of educational resources to make them more attainable for students. Hispanic LEP Meetups as MOOC communities of practice hubs explores the challenges of one of the minority groups living in the United States that has been affected by school segregation practices: the Hispanic Limited English Proficient (HLEP) community—and proposes an alternative for them to continue their education by using Massive Open Online Courses (MOOCs) and by taking advantage of meetups to develop local communities of practice.

Spirituality cuts in half the relative risk for depression: Findings from the United States, China, and India.

2017 ◽  
Vol 4 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Larissa Portnoff ◽  
Clayton McClintock ◽  
Elsa Lau ◽  
Simon Choi ◽  
Lisa Miller
Keyword(s):  
United States ◽  
Relative Risk ◽  
The United States ◽  
China And India ◽  
Risk For Depression

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.

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

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