scholarly journals E-learning in maritime affairs

2020 ◽  
Vol 17 (1) ◽  
pp. 38-50
Author(s):  
S. Galić ◽  
Z. Lušić ◽  
T. Stanivuk
Keyword(s):  
Swot Analysis ◽  
Matrix Analysis ◽  
Easy Access ◽  
Online Course ◽  
Massive Open Online Course ◽  
Needed Information ◽  
Logic Of Action ◽  
E Learning ◽  
Learning Concept ◽  
Action Goals

E-learning has become a widespread form of education as it allows the users a relatively easy access to needed information. E-learning has also been present in maritime affairs, although not so ubiquitous as in other economy sectors. Sea-borne shipping is one of the most stringently controlled industries, with a number of complex regulations and standards. This paper analyses learning methodologies and discusses the economic justification of implementing e-learning systems at global level, with an emphasis on the growing e-learning industry, corporate segment of e-learning, massive open online course market, and the importance of the micro-learning concept. In addition, this study analyses the present systems of seafarers’ education and the potentials, strengths and shortcomings of the conventional learning, e-learning and m-learning. Moreover, the recent application of e-learning in maritime affairs and the need of further research of the e-learning impacts in maritime affairs are examined. Finally, the presented information and discussion result in the logic matrix analysis and the SWOT analysis of e-learning, aiming to define the strengths, weaknesses, logic of action, goals and potentials of the implementation of e-learning in maritime affairs. Keywords: E-learning, education of seafarers, STCW Convention, IMO.

scholarly journals Hogyan alakul (hat) a tanulói aktivitás egy MOOC során?

2017 ◽  
Vol 16 (4) ◽  
pp. 40
Author(s):  
Zsolt Námesztovszki ◽  
Dorottya Balázs P. ◽  
Cintia Kovács ◽  
Lenke Major ◽  
Dijana Karuović
Keyword(s):  
Empirical Data ◽  
Activity Patterns ◽  
Online Course ◽  
Learning Tools ◽  
Working Process ◽  
Massive Open Online ◽  
Student Activities ◽  
Massive Open Online Course ◽  
E Learning ◽  
Video Material

Manapság egyre több szó esik az időtől és helytől független tanulásról, amely elektronikus eszközök segítségével valósul meg. Ezen eszközök szervezett és összefogott megjelenítését biztosítják a MOOC (Massive Open Online Course) típusú kurzusok. Ezek a kurzusok egyre nagyobb népszerűségnek örvendenek az oktatók és a tanulók körében is, és egyre több ilyen struktúrájú képzés jelenik meg. Az utóbbi években magyar nyelvű képzések is egyre gyakrabban érhetők el, azonban ezek működése (az empirikus adatok tükrében) már kevésbé ismert. Ezt a kört bővíti ez a tanulmány, amely a tanulói aktivitás intenzitását vizsgálja a videómegtekintések, a fórumaktivitások és a tesztek kitöltésének ideje alapján három, saját készítésű MOOC felületén. --- Tracing learners' activity patterns in 3 MOOC trainings Nowadays, more and more researchers and teachers are talking about e-learning, which makes education independent of time and place. The MOOC (Massive Open Online Course) provides the organized and coordinated look of these e-learning tools. These courses are becoming more and more popular among instructors and students alike, and there are a number of these sorts of structured courses. In recent years there have also been a great number of courses available in Hungarian too, but their working process is less well-known (in light of empirical data). This study examines the intensity of the student activities during the video-material, the forum activities and the time of completion of the tests, on the basis of three self-made MOOCs.

Understanding learner participation at scale: How and why

2020 ◽  
Vol 17 (3) ◽  
pp. 236-252
Author(s):  
Samaa Haniya ◽  
Luc Paquette
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Learner Participation ◽  
Massive Open Online Course ◽  
Motivation For Learning ◽  
E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

scholarly journals Challenges in the Creation, Development and Implementation of MOOCs: Web Science Course at the University of Southampton

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 37-44 ◽  
Author(s):  
Maria-del-Mar Sánchez-Vera ◽  
Manuel León-Urrutia ◽  
Hugh Davis
Keyword(s):  
Course Design ◽  
Online Course ◽  
Distinctive Features ◽  
Massive Open Online Course ◽  
Advantages And Disadvantages ◽  
Web Science ◽  
E Learning ◽  
The Creation ◽  
The University ◽  
Participation Index

Massive is one of the distinctive features of MOOCs which differentiate them from other e-learning experiences. This massiveness entails certain possibilities, but also some challenges that must be taken into consideration when designing and implementing a Massive Open Online Course, in relation to context, work progress, learning activities, assessment, and feedback. This document presents an analysis of the advantages and disadvantages of the massive aspect of MOOCs, and specifically it narrates the experience of creating a MOOC on Web Science, developed at the University of Southampton (United Kingdom) using the new FutureLearn platform, in autumn 2013. In this document, the importance of Web Science as an emerging field is analyzed and its origins explored. The experience gained from the decisions and the work progress developed for the creation and implementation of a specific MOOC is also shared here. The final section of the paper analyses some data from the MOOC in Web Science, including the participation index, the comments and interactions of some participants, tools used, and the organization of facilitation. Challenges involved in running a MOOC related to course design, platform use and course facilitation are also discussed. El carácter masivo es una de las peculiaridades de los MOOC, que lo diferencian de otro tipo de experiencias de aprendizaje en red. Este hecho configura una serie de posibilidades, pero también una serie de retos que hay que tener en cuenta a la hora de diseñar e implementar un curso masivo en red, en relación, por ejemplo, a los contenidos, el proceso de trabajo, las actividades, la evaluación y el feed-back. Este trabajo presenta un análisis de las ventajas y desventajas del carácter masivo de los MOOC y concretamente describe la experiencia de creación de un MOOC sobre Web Science desarrollada en la Universidad de Southampton (Reino Unido) en la plataforma FutureLearn durante el otoño de 2013. Se analiza la importancia del estudio de la rama de Web Science y cómo se originó esta experiencia. También describen las decisiones y el proceso de trabajo desarrollado para la creación e implementación del MOOC en concreto. Se termina este trabajo analizando alguno de los datos que se han obtenido, como el índice de participación (ligeramente elevado respecto a la media de los MOOC), los comentarios de los participantes, la manera de gestionar la facilitación del curso y algunos de los retos que nos encontramos a la hora de gestionar un MOOC, que se relacionan con el diseño del curso, la plataforma que se utiliza y cómo se organiza la facilitación del curso.

scholarly journals Online Learning: Leading e-Learning at Higher Education

2020 ◽  
Vol 7 (1) ◽  
pp. 47-54
Author(s):  
Mutiara Ayu
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Information Age ◽  
Education Technology ◽  
Interactive Technology ◽  
Easy Access ◽  
Substitute Teachers ◽  
Access To Information ◽  
E Learning ◽  
Learning Concept

In the 'Information Age' where the demand of knowledge raises, the students are expected to retrieve more information to support and develop their learning process. Some universities have progressively opened up to the opportunity of e-learning concept, and they are currently integrating e-learning in their teaching to accommodate the diverse need in learning and providing more interactive materials that allow easy access to information.  E-learning has the potential to transform the way of teaching and studying across the board. It can develop standards, and improve involvement in learning. This cannot substitute teachers or lecturers role, but in addition to existing methods it can develop the quality and decrease the time spent. This paper aims at presenting an overview of the extent to which e-learning is used at higher education and explores e-learning from the perspective of students and teachers. It also briefly explains the current condition of e-learning that utilizes interactive technology to enhance the learning experience.Keywords: e-learning, higher education, technology

scholarly journals Competencias digitales en docentes de la Carrera de Enfermería de la Universidad Técnica de Ambato

2017 ◽  
Vol 2 (1, Mar) ◽  
pp. 18-22
Author(s):  
Diana Nancy Martínez García
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
E Learning ◽  
Competencias Digitales

Introducción: El aprendizaje electrónico e-learning, incorporó la conectividad a través del Internet acercando el conocimiento y el desarrollo académico por medio de los espacios de aprendizaje virtuales. Del tradicional e-learning a la masificación de los cursos abiertos Massive Open Online Course, se ha revolucionado el mundo educativo en función de la oferta de formación académica abierta y de calidad.Objetivo: Evaluar las competencias digitales de los docentes de la Carrera de Enfermería de la Universidad Técnica de Ambato.Métodos: Se realizó un estudio observacional, descriptivo y retrospectivo con el objetivo de conocer las competencias digitales de los docentes de la Carrera de Enfermería. La población estuvo formada por 30 docentes, a los que se les aplicó un instrumento de evaluación para conocer las competencias digitales que poseían.Resultados: Los docentes estuvieron bien familiarizados con el uso de la Internet (n=19; 63%), y el uso de software educativos (n=8; 27%). El 37% de los docentes utilizó el Internet para el desarrollo de sus clases, el 33% lo utilizó a menudo, mientras que el 2,7% lo utilizó en determinadas ocasiones.Conclusiones: Las competencias digitales de los docentes estuvieron en un nivel medio de pericia, los docentes conocieron y manejaron las herramientas informáticas que integraron a su práctica docente, no obstante se evidenció la necesidad de acompañamiento por parte de personal especializado en el área de tecnologías de la información y la comunicación. 

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.

Massive Open Online Course Management

2015 ◽  
pp. 89-105
Author(s):  
Ana M. Pessoa ◽  
Luis Coelho ◽  
Ruben Fernandes
Keyword(s):  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Course Management ◽  
Massive Open Online ◽  
Science And Engineering ◽  
Massive Open Online Course ◽  
E Learning ◽  
Teaching Learning

Massive Open Online Courses (MOOC) are gaining prominence in transversal teaching-learning strategies. However, there are many issues still debated, namely assessment, recognized largely as a cornerstone in Education. The large number of students involved requires a redefinition of strategies that often use approaches based on tasks or challenging projects. In these conditions and due to this approach, assessment is made through peer-reviewed assignments and quizzes online. The peer-reviewed assignments are often based upon sample answers or topics, which guide the student in the task of evaluating peers. This chapter analyzes the grading and evaluation in MOOCs, especially in science and engineering courses, within the context of education and grading methodologies and discusses possible perspectives to pursue grading quality in massive e-learning courses.

Creating an Online Video Course for Computational Wave Propagation

2019 ◽  
Author(s):  
Heiner Igel ◽  
Maika Nies ◽  
Rakshit Joshi ◽  
Andrea Perez ◽  
Berta Vilacis ◽  
...  
Keyword(s):  
Wave Propagation ◽  
Online Courses ◽  
Earth Science ◽  
Online Course ◽  
Online Video ◽  
Massive Open Online Course ◽  
History Of ◽  
E Learning ◽  
Learning Platforms ◽  
Video Material

ABSTRACT Teaching and training using online video material in science is on the rise. Science students entering universities today are of a “YouTube generation,” most likely already having a history of accessing educational videos for learning at school. Here, we report on our experiences with preparing a Massive Open Online Course (MOOC) for the COURSERA platform in the area of computational wave propagation. We describe the complexity of the process but also highlight the opportunities that this form of training offers on state‐of‐the‐art e‐learning platforms. It is foreseeable that in the future universities will promote combinations of direct and supervised online course learning, allowing for more flexibility and variability of training content. We propose that Earth‐Science‐specific databases with links to online courses should be developed, making such courses more accessible to the research community.

Collaborative MOOC Content Design and Automatic Assessment Based on ODALA Approach

2017 ◽  
Vol 10 (2) ◽  
pp. 19-39 ◽  
Author(s):  
Nacera Hammid ◽  
Lynda Haddadi ◽  
Farida Bouarab-Dahmani
Keyword(s):  
Educational Institutions ◽  
Online Course ◽  
Pedagogical Issues ◽  
Learning Approach ◽  
Automatic Assessment ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Automated Evaluation ◽  
E Learning ◽  
Content Design

Since the fall of 2011, the Massive Open Online Course (MOOC) phenomenon is still being qualified as the most attractive and discussed subject by educational communities and public. In the literature, there are many researches about this recent e-learning generation that vary as the goals vary from raising pedagogical issues to economics ones. Several case studies state that MOOCs are challenging the use of technologies to enhance learning; others think that MOOCs can induce to disruptive in education and educational institutions. In this paper, we propose an instructional design for a kind of MOOC platforms where mainly the use of disciplines specifications and automated evaluation of MOOC learners are possible to settle the source of these problems. Our proposition is based on ODALA (Ontology-Driven Auto-evaluation Learning Approach) principles and on the disciplines' knowledge capitalization using a meta-model represented as domain ontology for disciplines modeling inspired by this approach.

scholarly journals The effects of perceived usefulness, confirmation and satisfaction on continuance intention in using massive open online course (MOOC)

2019 ◽  
pp. 201-214
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Online Course ◽  
Continuance Intention ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Proposed Model ◽  
E Learning

Massive Open Online Course (MOOC) has been playing an important role in the latest e-learning initiative and has obtained a widespread popularity in many universities. However, the low course completion rates of students have become an outstanding issue that should not be neglected. Based on the Expectation-Confirmation Model (ECM), this study examines the effects of students’ perceived usefulness, confirmation and satisfaction on MOOC continuance intention. Structural Equation Modeling (SEM) was used to validate the proposed model and hypotheses. Participants were 368 undergraduate students enrolled in a MOOC platform. The study’s result revealed that confirmation has significant effects on students’ perceived usefulness and satisfaction. Perceived usefulness and satisfaction have significant effects on students’ continuance intention while perceived usefulness has no significant effects on students’ satisfaction. This study will help to outspread our understanding of what influence students to continue using MOOC.

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