scholarly journals Massive Open Online Courses : En Route to Communication Skills Acquisition

2019 ◽  
Author(s):  
Melor Md Yunus ◽  
Haida Umiera Hashim ◽  
Harwati Hashim
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Skill Acquisition ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Skills Acquisition ◽  
Massive Open Online ◽  
Good Communication

Technology has its own forte and has been making its waves through the educations’ heart among educators and especially young learners. In conjunction to the waves of technology and the era of globalization, there is also a demand for excellent communication skills among today’s younger generations especially university students. University students are expected to be well equipped with proficient English language and outstanding communication skills which is what they are currently lacking at. Therefore, a specific Massive Open Online Courses (MOOCs) for English for Communication is designed and developed to provide learners with the ladder towards good communication skills. This study is a design and develop research of study which consists of twenty-two undergraduate students in a public university and the whole duration of this study is fourteen weeks altogether. The particular well developed MOOCs then later implemented to the learners and learners evaluation on the course are taken into consideration. This study intended to accommodate students with Massive Open Online Courses (MOOCs) and to investigate the learners’ perceptions on the use of MOOCs in helping them to develop good communication skills. This study also evaluated the developed MOOCs’ usability and the students’ interaction level during learning along with the impacts of particular developed MOOCs towards their development of communication skills. The findings gathered have proven that this particular developed MOOCs of English for Communication has helped learners to further improve on their communication skill acquisition that would help them to be a better critical thinker and an autonomous learner.

Opinion of Computer Science Instructors and Students on MOOCs in an Indian University

2018 ◽  
Vol 47 (2) ◽  
pp. 205-212 ◽  
Author(s):  
Pushp Sra ◽  
Pinaki Chakraborty
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Undergraduate Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Computer Networking ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Effective Form ◽  
Science Instructors

Massive open online courses (MOOCs) have lately emerged as an effective form of distance education. Computer science is one of those disciplines in which MOOCs are quite common. We conducted a survey to know the opinion of computer science instructors and undergraduate students on MOOCs in an Indian university in March 2018. Of the 26 instructors and 273 students who participated, 73% instructors and 87% students reported to have attended MOOCs. We found that 50% instructors and 72% students considered MOOCs to be a more comprehensive source of knowledge and 54% instructors and 76% students felt that MOOCs let students learn faster when compared to courses taught in a classroom. Moreover, 58% instructors believed that the courses they teach in classrooms can also be taught effectively through MOOCs. The instructors and students appreciated several aspects of MOOCs. However, the students had an opinion that MOOCs can augment classroom teaching but cannot replace it. MOOCs on computer programming (22%), artificial intelligence (9%), and computer networking (8%) were found to be particularly popular among the students.

scholarly journals Peer Assessment Dataset

2016 ◽  
Vol 3 (2) ◽  
pp. 322-324 ◽  
Author(s):  
Andrii Vozniuk ◽  
Adrian Holzer ◽  
Denis Gillet
Keyword(s):  
Social Media ◽  
University Students ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Master's Level ◽  
Massive Open Online ◽  
Supporting Tool

Peer assessment is seen as a powerful supporting tool to achieve scalability in the evaluation of complex assignments in large courses, possibly virtual ones, as in the context of massive open online courses (MOOCs). However, the adoption of peer assessment is slow due in part to the lack of ready-to-use systems. Furthermore, the validity of peer assessment is still under discussion. In this paper, in order to tackle some of these issues, we present a dataset containing assessment of student submissions by peer students and by instructors during our Social Media course with 60 master's level university students. The dataset allows to train and test algorithms predicting grades of instructors based on grades of peer students.

scholarly journals Review of ‘Exploring English: Language and Culture’

2015 ◽  
pp. 138-141
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Language And Culture ◽  
Large Numbers

The popularity of MOOCs – massive open online courses, i.e. online courses that can be used by large numbers of learners without formal entrance requirements – has skyrocketed in recent years, with a broad range of courses made available by major MOOC platforms such as Coursera, Udacity or EdX, but also by smaller providers. At the same time, very few MOOCs cover language learning. This review will discuss one MOOC – ‘Exploring English: language and culture’ – that attempted to close this gap, and will describe the specific challenges that language learning poses for MOOCs.

scholarly journals Awareness and Intention to Use Massive Open Online Courses by Law Students in Osun State, Nigeria

2021 ◽  
Vol 11 (4) ◽  
pp. 37-47
Author(s):  
E. A Adebayo ◽  
Y.T Babalola
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Binary Logistic Regression ◽  
Law Students ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Validated Questionnaire ◽  
The Government ◽  
Good Number

A survey was carried out among undergraduate law students in universities in Osun State, Nigeria to determine the predictive influence of awareness on intention to use Massive Open Online Courses (MOOCs). Proportionate stratified sampling was used to select 356 out of a population of 3269 students. A validated questionnaire with Cronbach’s alpha reliability coefficient of 0.92 was used for data collection. A return rate of 100% was achieved. Data collected were analyzed using descriptive and binary logistic regression. Findings revealed that awareness of MOOCs significantly predicted intention to use MOOCs by the students (Odds Ratio=1.894; Wald Statistics=12.413, p=0.000). Findings further revealed that a good number of the respondents intend to use MOOCs (n=264, 78.3%). The Internet (n=92) was the main source of awareness of MOOCs, but slow internet connectivity (n=254) topped the list of constraints to the use of MOOCs by the students. The study concluded that awareness of MOOCs is critical to its use by undergraduate students in universities in Osun State. It was recommended that law librarians should create awareness of MOOCs among students. Also, law administrators, council of legal education and legal educators should work with the government to improve Internet facilities in the universities to enable law students take full advantage of MOOCs platforms. Keywords: Awareness, Massive Open Online Courses, Use, Law Students, Undergraduates

scholarly journals MOOC (MASSIVE OPEN ONLINE COURSES) AS AN ADVANCED TECHNIQUE TO STUDY ENGLISH LANGUAGE

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Inas Kamal Yaseen ◽  
Çağlar Demir
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
College Teachers ◽  
Weighted Mean ◽  
Massive Open Online ◽  
Advanced Technique ◽  
High Attitude ◽  
Academic Year

This study tries to shed lights on the most updated technique that has been used nowadays to study variety of disciplines and English in particular. MOOC (Massive Open Online Courses) is a trendy term come to exist in the very recent dates, where learners can use technology and internet to learn from vital online recorded or live platforms assured by granted well organized resources or foundations that provide knowledge for free or not. This research tries to investigate the awareness of Iraqi English teachers to MOOCs by making a questionnaire to English language college teachers from different disciplines and universities in Baghdad during the academic year 2018-2019. The sample of this study includes 35 English language college teachers. According to the findings of this study, the researcher considered the weighted mean 50% and 68% as an item that gain low positive attitude from teachers. Consequently, three items were gaining high attitude from teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

scholarly journals To the issue on the capacity building for internationalization of higher technical education

2020 ◽  
Vol 99 (3) ◽  
pp. 12-17
Author(s):  
A Kalizhanova ◽  
◽  
T Maryshkina ◽  
T Shelestova ◽  
A Aupenova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Media Literacy ◽  
English Language ◽  
Online Courses ◽  
Language Skills ◽  
Massive Open Online Courses ◽  
Teacher Leader ◽  
Massive Open Online ◽  
Group A ◽  
Regular Teacher

The article describes the Project, aimed at supporting a diverse group of the participants in their learning with the help of such Massive Open Online Courses (MOOCs) as English for Media Literacy and English for STEM and organized by Teachers of English Association of Kazakhstan (KazTEA) and the Regional English Language Office of the U.S. Embassy in Nur-Sultan (RELO). Amongst the project participants were students and teachers from all over Kazakhstan, including Karaganda, Almaty, Atyrau, Kyzylorda, Shymkent, etc. Foreign language skills among the participants ranged from beginner to advanced levels. To help adapt to the Courser's platform, ensure the maximum involvement of the participants, their cooperation, and mastery of new competencies in each group, a facilitator teacher, whose role was in contrast to a regular teacher, was involved. This project was the first, in which the main tasks and the principle of the facilitator's work were gradually clarified and defined. The experience gained helped to describe in detail the functions of the facilitator, their difference from the generally accepted ideas about a teacher-leader. Thanks to the facilitators’ sessions, all participants successfully completed both courses and later used the platform to proceed with other courses in their professional areas and interests.

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.

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