Teaching research of smart English platform based on massive open online course

2021 ◽  
pp. 1-6
Author(s):  
Ruimin Qi
Keyword(s):  
Online Education ◽  
Teaching Methods ◽  
English Learners ◽  
Evaluation Method ◽  
Online Course ◽  
Teaching Model ◽  
Massive Open Online ◽  
English Teaching ◽  
Teaching Platform ◽  
Massive Open Online Course

The development of new educational technology and educational concepts has made Massive Open Online Course (MOOC) and other teaching methods deeply applied in the field of online education. In order to improve the initiative and practical ability of English learners, and promote the cognitive ability of English learners, the MOOC elements were introduced in English teaching, an efficient MOOC English teaching platform was constructed, and the MOOC-based English teaching model was analyzed. The results show that the teaching model obtained from this study can not only take advantage of MOOC’s advantages, but also avoid the defects of delayed feedback and low completion rate. In addition, the effective peer evaluation method can significantly improve English teaching.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Evaluating Maps in a Massive Open Online Course

2015 ◽  
pp. 6-17 ◽  
Author(s):  
Anthony C. Robinson ◽  
Jonathan K. Nelson
Keyword(s):  
Online Education ◽  
Web Gis ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Qualitative Feedback ◽  
Gis Tools ◽  
Massive Scale ◽  
Learning Platforms ◽  
Expert Ratings

New forms of cartographic education are becoming possible with the synthesis of easy to use web GIS tools and learning platforms that support online education at a massive scale. The internet classroom can now support tens of thousands of learners at a time, and while some common types of assessments scale very easily, others face significant hurdles. A particular concern for the cartographic educator is the extent to which original map designs can be evaluated in a massive open online course (MOOC). Based on our experiences in teaching one of the first MOOCs on cartography, we explore the ways in which very large collections of original map designs can be assessed. Our methods include analysis of peer grades and qualitative feedback, visual techniques to explore design methods, and quantitative comparison between expert ratings and peer grades. The results of our work suggest key challenges for teaching cartography at scale where instructors cannot provide individual feedback for every student.

scholarly journals Malaysian Learners’ Preferences-Based Profile Model Towards Adaptive Massive Open Online Courses

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
Mohammed A. Gharawi ◽  
Azman Bidin ◽  
Koo Ah Choo
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Quantitative Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Quantitative Research Methods ◽  
Non Profit ◽  
Massive Open Online Course

Massive open online courses’ technology is becoming the most recent innovations in online education and academia. Recently, it has been widely adopted in educational sectors and gained popularity among both students and instructors. Massive open online courses have rapidly become a trend in the field of higher education and received much recognition from scholars and non-profit educational organizations. Therefore, there has been a growing interest in investigating its limitations, challenges, and impact on education. Some issues and problems have been reported in the research and practice, such as problems related to massive open online course learners’ motivation and engagement during the courses, and course contents’ presentations have a significant impact on learner’s motivation. However, there have been few contributions to the literature in discerning the varying motivational drivers for choosing to consume the different presentation styles of massive open online courses. Therefore, the main goal of this work is to propose an innovative framework for adaptive massive open online course based on learners’ preferences. As such, the courses’ presentations are adapted to the preferred learning style of each learner. In this regard, this paper was conducted based on quantitative research methods.

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

scholarly journals An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform

2019 ◽  
Vol 14 (15) ◽  
pp. 182
Author(s):  
Xiufang Liang ◽  
Jin Pang
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Teaching Method ◽  
Foreign Language Learning ◽  
Online Course ◽  
Massive Open Online ◽  
Teaching Mode ◽  
English Teaching ◽  
Massive Open Online Course ◽  
Learning And Collaboration

The web-based collaborative teaching mode is the key to reforming the teaching mode and developing the teaching practice. To improve the traditional English teaching mode, this paper puts forward an innovative English teaching method for elementary, secondary and higher education based on the massive open online course (MOOC) and Google Collaboration platform. The research shows that it is possible for students to learn collaboratively under the guidance of teachers; the students can broaden their horizon by searching for more materials on the online collaboration platform, according to the objectives and themes laid down by the teachers; the proposed innovative English teaching method can improve the learning efficiency of the students, encourage them to participate in learning and collaboration, arouse their interest and enthusiasm in foreign language learning, and help them to gain insights into learning. The research findings provide technical support to the reform and innovation of English teaching mode, and lays a theoretical basis for deepening the reform of teaching methods in various disciplines.

scholarly journals Massive Open Online Course Platform Blended English Teaching Method Based on Model-View-Controller Framework

2019 ◽  
Vol 14 (16) ◽  
pp. 188
Author(s):  
Renfeng Wang
Keyword(s):  
Online Teaching ◽  
Online Course ◽  
Massive Open Online ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Massive Open Online Course ◽  
Model View Controller ◽  
Plat Form ◽  
Model View

Massive Open Online Course (MOOC) is an important tool to improve the au-tonomous learning of students and the teaching effects of the courses. Focusing on the online teaching of college English courses, this paper proposes a simple design of blended English teaching mode for the requirements of MOOC plat-form. Using the Model-View-Controller (MVC) framework and the Java pro-gramming language, the author realized the database-related functions of the plat-form by SQL server database, designed the backend server on the Spring and Hibernate integrated frameworks, and developed the entire platform using the browser/server (B/S) structure. The platform test results show that the MOOC-based blended English teaching mode satisfies the teaching demands, achieves stable performance, and wins the recognition of most students. The research find-ings shed new light on the innovation of college English teaching.

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