scholarly journals Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses

2020 ◽  
Vol 12 (7) ◽  
pp. 2893 ◽  
Author(s):  
Luis M. Romero-Rodríguez ◽  
María Soledad Ramírez-Montoya ◽  
Ignacio Aguaded
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Academic Community ◽  
Completion Rates ◽  
Energy Sustainability ◽  
Design Factor ◽  
Determining Factors ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Stanford Model

Massive Online Open Courses (MOOCs) are open educational activities that allow for distance learning and professional updating, although the academic community has questioned their effectiveness due to their low completion rates. This research analyzes which factors (personal, family, social, labor, and instructional design) are involved in the value expectations and engagement of the MOOCs and to what degree these affect the decision to enroll and the completion of the MOOC. To this end, in the context of 12 MOOCs on energy sustainability carried out between 2017 and 2018, 8737 participants were surveyed using two instruments designed according to theoretical constructs and expert judgment. The main results show that all the factors reviewed influence the decision to take a MOOC, although the “professional development” aspect has the most significant impact on participants who have graduated from technical and engineering careers. Additionally, this study emphasizes that the “instructional design” factor is decisive in the engagement of younger participants, showing that the conventional design of xMOOCs (Stanford Model) may be one of the most important reasons for the low completion rates of this type of course.

Learning Objects in MOOC

2015 ◽  
pp. 150-164 ◽  
Author(s):  
Ann Marcus-Quinn ◽  
Ian Clancy
Keyword(s):  
Learning Objects ◽  
Open Educational Resources ◽  
Completion Rates ◽  
Design Development ◽  
Massive Online Open Courses ◽  
Alternate Model ◽  
Open Courses ◽  
Development And Management ◽  
Quality Learning ◽  
Ubiquitous Presence

Massive Online Open Courses (MOOC) are still in their infancy on the surface they look like the necessary silver bullet to provide alternate pathways to education. However, when completion rates and retention figures were published in 2013 the whole concept of the MOOC came under criticism. This criticism has grown largely as a result of the uncertainty and lack of detail about what a MOOC actually is; yet there appears to be a global drive behind MOOC. The ubiquitous presence of technology may be seen as a change agent and there is arguably sufficient demand for a new delivery model to provide education to a modern market. MOOC could fulfil this requirement for an alternate model. Central to the success of MOOC is the availability of high quality learning objects or Open Educational resources (OERs). This chapter provides a background to learning objects and MOOC and looks at good practices in the design, development and management of learning objects in MOOC.

scholarly journals (Dis)Organization and Success in an Economics MOOC

2014 ◽  
Vol 104 (5) ◽  
pp. 514-518 ◽  
Author(s):  
Abhijit V. Banerjee ◽  
Esther Duflo
Keyword(s):  
Demographic Characteristics ◽  
Quality Education ◽  
Completion Rates ◽  
High Quality ◽  
High Quality Education ◽  
Percentage Points ◽  
Massive Online Open Courses ◽  
Open Courses

Massive Online Open Courses (MOOCs) present the potential to deliver high quality education to a large number of students. But they suffer from low completion rates. This paper identifies disorganization as a factor behind failure to complete a MOOC. Students who enroll one day late are 17 percentage points less likely to earn a certificate than students who enroll exactly on time. This reflects selection, but it does seem to be related to demographic characteristics, motivation to complete the course, or ability. This suggests that building in even more structure in the MOOC could be a factor in improving performance.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

scholarly journals MOOCS PARA O ENSINO DE LÍNGUAS: UM ESTUDO EM CALL DESDE UMA PERSPECTIVA CONECTIVISTA

2018 ◽  
Vol 62 (1) ◽  
pp. 75-89
Author(s):  
Marcus Vinicius Liessem FONTANA ◽  
Vilson José LEFFA
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Massive Online Open Courses ◽  
On Line ◽  
Open Courses

RESUMO Com o aumento da oferta na rede mundial de computadores dos chamados Cursos On-line Massivos e Abertos, mais conhecidos por seu acrônimo em inglês MOOCs (Massive Online Open Courses), cria-se a necessidade de que se pesquise de maneira mais aprofundada sua dinâmica, sua pedagogia e sua estrutura a fim de que se possa estabelecer um juízo sobre as possibilidades de uso efetivo desta nova ferramenta para o ensino de línguas estrangeiras. Neste trabalho, situado no âmbito das pesquisas em CALL (Computer Assisted Language Learning), partimos da perspectiva da Teoria Conectivista, estabelecida, sobretudo, a partir dos estudos de Siemens e Downes, para analisar dois cursos de línguas estrangeiras na modalidade MOOC, oferecidos em diferentes plataformas digitais: o curso de espanhol para estrangeiros oferecido pela UNED em plataforma própria e o curso de mandarim para hispanofalantes veiculado pela plataforma UNIMOOC. Em ambos os casos, evidencia-se que os cursos não cumprem o que prometem, apresentando falhas no processo de ensino, sobretudo no que tange à necessidade de criar espaços propícios à interação. Este trabalho inscreve-se em uma proposta de pesquisa mais ampla, cujo objetivo é estabelecer critérios adequados para a criação de MOOCs para o ensino de línguas estrangeiras.

Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
College Instructors ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Decision Cycle ◽  
Online Setting ◽  
Virtual Setting ◽  
Teaching Decisions

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

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