scholarly journals An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga

2019 ◽  
Vol 11 (24) ◽  
pp. 6910 ◽  
Author(s):  
Julio Ruiz-Palmero ◽  
Daniel López-Álvarez ◽  
Enrique Sánchez-Rivas ◽  
José Sánchez-Rodríguez
Keyword(s):  
Social Media ◽  
Subject Matter ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Men And Women ◽  
Level Of Satisfaction ◽  
The Subject ◽  
High Level ◽  
The University

The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by the students who completed the courses. The number of men and women as a whole is similar, although significant differences can be observed depending on the subject matter of the courses, which is also the case with the age of the students. The data revealed that 80% have university studies and 60% were working. The students in the sample learned about MOOCs mainly from other people (friends, social media, etc.) and showed a high level of satisfaction with them. It is significant that 99.4% would take another MOOC or that 97.9% would recommend it to a friend, colleague, or family member.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

The MOOCs

2015 ◽  
pp. 228-247 ◽  
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

The MOOCs

2016 ◽  
pp. 1829-1848
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

Tweeting Continuing Education

2018 ◽  
Vol 9 (1) ◽  
pp. 79-101
Author(s):  
Ritanjali Panigrahi ◽  
Praveen Ranjan Srivastava
Keyword(s):  
Social Media ◽  
Continuing Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Twitter Data ◽  
Social Media Tools ◽  
The Government ◽  
Conventional Classroom

The rapid growth of technology has transformed education from conventional classroom teaching to learner centred, flexible learning anytime anywhere resulting in the popularity of Massive Open Online Courses (MOOCs). It is evident that many MOOCs have adopted social media tools to engage their learners through information sharing, participation, and collaboration to create and consume information. In addition to this, social media is the best place to understand crowd sentiments considering the massive amount of data being generated. This study through text mining of MOOC providers related Twitter data discovers the sentiments of users towards MOOCs, association rules, and the engagement of MOOC providers in Twitter. This article also analyses the traits of the influencers in seven MOOC providers and discovers that the influencers are popular users with higher numbers of followers count. The implications are discussed for MOOC industry, academic institutions, and the government.

scholarly journals Identifying and Characterizing Students Suspected of Academic Dishonesty in SPOCs for Credit through Learning Analytics

2020 ◽  
Author(s):  
Daniel A. Jaramillo-Morillo ◽  
José A. Ruipérez-Valiente ◽  
Mario F. Solarte Sarasty ◽  
Gustavo A. Ramírez-González
Keyword(s):  
Academic Dishonesty ◽  
Learning Analytics ◽  
Online Courses ◽  
Market Value ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Working Groups ◽  
Academic Recognition ◽  
The University

Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills. However, the endemic issue of academic dishonesty remains lingering and generating untrustworthiness regarding what students did to complete these courses. In this case study, we focus on SPOCs with academic recognition developed at the University of Cauca in Colombia and hosted in their Open edX instance called Selene Unicauca. We have developed a learning analytics algorithm to detect dishonest students based on submission time and exam responses providing as output a number of indicators that can be easily used to identify students. Our results in two SPOCs suggest that 17% of the students that interacted enough with the courses have performed academic dishonest actions, and that 100% of the students that were dishonest passed the courses, compared to 62% for the rest of students. Contrary to what other studies have found, in this study, dishonest students were similarly or even more active with the courseware than the rest, and we hypothesize that these might be working groups taking the course seriously and solving exams together to achieve a higher grade. With MOOC-based degrees and SPOCs for credit becoming the norm in distance learning, we believe that if this issue is not tackled properly, it might endanger the future of the reliability and value of online learning credentials.

Open Courses, Informal, Social Learning and Mobile Photography

2016 ◽  
Vol 8 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Mark McGuire
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Mobile Media ◽  
Connected Learning ◽  
Creative Commons ◽  
Open Courses ◽  
Personal Interests ◽  
The Way

This paper provides an overview of MOOCs (Massive Open Online Courses) and contextualizes them within the broader trends of open, informal and mobile learning. It then discuss Phonar Nation, a free, open, non-credit five-week photography course that was offered twice in 2014 using mobile media to reach youth from 12-18 years of age. The author argues that Phonar Nation highlights several related developments that are leading to positive innovations in education. Firstly, it is not only open access but also uses and produces Creative Commons-licensed content that is open to be shared. Secondly, it is collaborative in the way that it is taught and in the way that participants are encouraged to engage with one another through social media sites. Thirdly, Phonar Nation exemplifies an approach that advocates call “Connected Learning”, which is socially embedded, driven by personal interests, and oriented to further educational and economic opportunities.

scholarly journals TEACHING AN ADVANCED ENGINEERING MOOC: LESSONS LEARNED

2015 ◽  
Author(s):  
Jeffrey Harris ◽  
William Heikoop ◽  
Allison Van Beek ◽  
James S. Wallace
Keyword(s):  
Online Courses ◽  
Wind Waves ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Public ◽  
University Of Toronto ◽  
Internet Connection ◽  
The World ◽  
The University

Massive Open Online Courses (MOOCs) allow anyone in the public to learn from professors at universities across the world. An internet connection is the only requirement to participate in a MOOC. In engineering, the majority of MOOCs are targeted at self-learners, and consequently most courses are based on introductory undergraduate courses. The University of Toronto offered its first advanced engineering MOOC entitled, “Wind, Waves & Tides” based on a mixed fourth-year undergraduate and graduate level course. A total of 11,723 students registered in the course, and 617 students completed the course in its entirety. The following paper describes the experience of teaching a niche interest MOOC and the lessons learned throughout the endeavour.

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.

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