scholarly journals Design of Network Course of Modern Educational Technology

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Yang Cao
Keyword(s):  
Educational Technology ◽  
Knowledge Economy ◽  
Online Courses ◽  
Network Education ◽  
Traditional Form

With the advent of knowledge economy, the society has higher and newer requirements for talents. The traditional form of education has been difficult to meet people's demand for knowledge, and the form of network education came into being. Its rise and development meet the new needs of talent training. Against this background, countries have started the construction of online courses and open resources.It is hoped that this study will play a certain reference role in the construction of network courses in other disciplines.

The Knowledge Economy and Social Impact

2022 ◽  
pp. 85-90
Author(s):  
Fabian Koss ◽  
Giulia D'Amico
Keyword(s):  
Artificial Intelligence ◽  
Knowledge Economy ◽  
Social Impact ◽  
New Technologies ◽  
Online Courses ◽  
The World ◽  
Definition Of ◽  
Google Search ◽  
Global Initiatives ◽  
Vision Care

There is not a one-size-fits-all definition of “social impact.” In fact, in a Google search for “What is social impact?” more than 400 results appear. This chapter will highlight global initiatives led by OneSight, an NGO that is utilizing new technologies to combat the vision care crisis, and CanopyLAB, a software company that has teamed up with over 120 NGOs around the world to create and provide online courses utilizing artificial intelligence.

scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

Reflections on Best Practices for a Successful Online Doctoral Program

2021 ◽  
pp. 237-250
Author(s):  
Johanna Amaro ◽  
Charlene Mason
Keyword(s):  
Educational Technology ◽  
New Jersey ◽  
Best Practices ◽  
Online Courses ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Technology Leadership ◽  
Main Thrust ◽  
Terminal Degree ◽  
Professional Acceptance

The popularity, convenience, and professional acceptance of attaining online degrees account for an increase in enrollment in online courses from undergraduate through doctoral levels. This chapter includes discussion of how the option of choosing a digital doctoral degree experience may enhance or diminish the progress of completing a terminal degree. Additionally, this chapter contains a brief description of the structure and organization of the Educational Technology Leadership doctoral program at New Jersey City University (NJCU), focusing on the challenges and best practices related to the classes and the coursework and how the professors interact with the students. The main thrust of the chapter will be a discussion of the best practices within this program as well as suggestions for improvement. Finally, the authors, members of this program's first cohort, provide recommendations for a successful online doctoral program that meets the needs of all students.

Helping Students Avoid Plagiarism in Online Courses

2013 ◽  
pp. 256-273
Author(s):  
Stephen Asunka
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Private University ◽  
Online Course ◽  
Instructional Interventions ◽  
Design Based Research ◽  
Student Plagiarism

This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight (28) undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed.

Applying Patent Laws and Regulations to Educational Technology

2020 ◽  
pp. 205-228
Keyword(s):  
Educational Technology ◽  
Knowledge Economy ◽  
Public Funding ◽  
Patent Law ◽  
Original Research ◽  
Online Assessment ◽  
European Universities ◽  
Patent Laws ◽  
The Uk ◽  
The U.S

European universities have increased their emphasis on commercializing original research so as to compete globally, to keep-up with changing demands of the knowledge economy, to offset decreased public funding, and to cope with the massification of education. “Commercializing” in this sense implies applying for patents. This chapter highlights the application of patent laws in the UK and Europe to educational technology. One of the most promising conditions under which patent law can be applied in educational technology is the peer-to-patent, originally introduced in the U.S. Another is expert-peer online assessment for resolving online disputes. The post-and-vote formula should be considered if this initiative is restarted in the future.

scholarly journals Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Nati Cabrera ◽  
Maite Fernández Ferrer
Keyword(s):  
Educational Technology ◽  
Qualitative Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Virtual Training ◽  
Face Model ◽  
Face To Face ◽  
Direct Competition ◽  
Open Courses

<p class="3">The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses.</p>

scholarly journals Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

2021 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Sunday Adewale Olaleye ◽  
Oluwafemi Samson Balogun ◽  
Łukasz Tomczyk
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Self Efficacy ◽  
Multivariate Regression ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Course ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Technology Course

AbstractThis study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

MOOCs in TVET Sectors of Developing Countries

2018 ◽  
pp. 22-47
Author(s):  
Md. Shahadat Hossain Khan ◽  
Mutwalibi Nambobi ◽  
Md. Sakawat Ali
Keyword(s):  
Developing Countries ◽  
Educational Technology ◽  
Developing Country ◽  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Recent Innovation ◽  
The Developed Countries

This chapter discusses about the recent innovation in the area of educational technology, which is widely known as Massive Open Online Courses (MOOCs). Very few studies in the existing literature elaborated about the MOOCs in the developed countries, where the focus was on mainly asserting the nature of MOOCs platform and its possibilities. However, very less attention has been observed in relation to incorporate MOOCs in TVET sectors of developing countries. In order to fill this gap, this chapter has four main areas to discuss: provides general features of MOOCs platform; identifies benefits of incorporating MOOCs; presents emerging possibilities of using MOOCs; and identifies the challenges confronting TVET sectors for integrating MOOCs in any developing country. In order to improve the present constraints, this chapter further provides suggestions and recommendations that are useful for TVET stakeholders for formulating policies in relation to MOOCs.

Reflections on Best Practices for a Successful Online Doctoral Program

2019 ◽  
pp. 311-324
Author(s):  
Johanna Amaro ◽  
Charlene Mason
Keyword(s):  
Educational Technology ◽  
New Jersey ◽  
Best Practices ◽  
Online Courses ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Technology Leadership ◽  
Main Thrust ◽  
Terminal Degree ◽  
Professional Acceptance

The popularity, convenience, and professional acceptance of attaining online degrees account for an increase in enrollment in online courses from undergraduate through doctoral levels. This chapter includes discussion of how the option of choosing a digital doctoral degree experience may enhance or diminish the progress of completing a terminal degree. Additionally, this chapter contains a brief description of the structure and organization of the Educational Technology Leadership doctoral program at New Jersey City University (NJCU), focusing on the challenges and best practices related to the classes and the coursework and how the professors interact with the students. The main thrust of the chapter will be a discussion of the best practices within this program as well as suggestions for improvement. Finally, the authors, members of this program's first cohort, provide recommendations for a successful online doctoral program that meets the needs of all students.

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