scholarly journals A CASE STUDY EXAMINING THE COST MEASUREMENTS IN PRODUCTION AND DELIVERY OF A MASSIVE OPEN ONLINE COURSE (MOOC) FOR TEACHING THE RELATIONSHIP BETWEEN HUMAN HEALTH AND CLIMATE CHANGE

2019 ◽  
Author(s):  
Edward Meinert ◽  
Abrar Alturkistani ◽  
Kris A Murray ◽  
Philippe Sabatier ◽  
Josip Car
Keyword(s):  
Climate Change ◽  
Human Health ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Cost ◽  
The Relationship

scholarly journals Oral production skills and pronunciation improvement in MOOCs for migrants and refugees: an unavoidable challenge

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Victoria Marrero-Aguiar
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Oral Production ◽  
Massive Open Online Course ◽  
Oral Skills

This article is focused on the challenges posed by the development of oral production skills (speaking, pronunciation) in a Massive Open Online Course (MOOC), a resource that is totally conditioned by the technologies and has very limited posibilities for individual adaptation. First of all, the difficulties that this goal poses are reviewed and confronted with some successful precedents that show how to deal with those challenges. Next, we present a case study in which some strategies and resources have been used to develop oral skills and improve pronunciation in technologically mediated environments, an Spanish L-MOOC for migrants and refugees, absolute beginners, developed at UNED (Spain).

scholarly journals Utilizing Text Mining and Feature-Sentiment-Pairs to Support Data-Driven Design Automation Massive Open Online Course

2021 ◽  
Vol 16 (01) ◽  
pp. 134
Author(s):  
Nasa Zata Dina ◽  
Riky Tri Yunardi ◽  
Aji Akbar Firdaus
Keyword(s):  
Text Mining ◽  
Design Automation ◽  
Online Reviews ◽  
User Preferences ◽  
User Preference ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Related Design

This study aimed to develop a case-based design framework to analyze online us-er reviews and understanding the user preferences in a Massive Open Online Course (MOOC) content-related design. Another purpose was to identify the fu-ture trends of MOOC content-related design. Thus, it was an effort to achieve da-ta-driven design automation. This research extracts pairs of keywords which are later called Feature-Sentiment-Pairs (FSPs) using text mining to identify user preferences. Then the user preferences were used as features of an MOOC content-related design. An MOOC case study is used to implement the proposed framework. The online reviews are collected from www.coursera.org as the MOOC case study. The framework aims to use these large scale online review data as qualitative data and converts them into quantitative meaningful infor-mation, especially on content-related design so that the MOOC designer can de-cide better content based on the data. The framework combines the online re-views, text mining, and data analytics to reveal new information about users’ preference of MOOC content-related design. This study has applied text mining and specifically utilizes FSPs to identify user preferences in the MOOC content-related design. This framework can avoid the unwanted features on the MOOC content-related design and also speed up the identification of user preference.

scholarly journals Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Juan Antonio Valdivia Vázquez ◽  
María Soledad Ramírez-Montoya ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Attrition Rates ◽  
Inaccurate Information ◽  
Massive Open Online Course ◽  
Perceived Satisfaction ◽  
Important Research Topic ◽  
Study Support ◽  
The Relationship ◽  
Post Assessment

Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment.  Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success.  However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants’ profiles.  Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees.  The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers.  Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes.

Understanding the relationship among urbanisation, climate change and human health: a case study in Xiamen

2010 ◽  
Vol 17 (4) ◽  
pp. 304-310 ◽  
Author(s):  
Xinhu Li ◽  
Liling Gao ◽  
Long Dai ◽  
Guoqin Zhang ◽  
Xiaosi Zhuang ◽  
...  
Keyword(s):  
Climate Change ◽  
Human Health ◽  
The Relationship

scholarly journals Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study

10.2196/10982 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e10982 ◽  
Author(s):  
Abrar Alturkistani ◽  
Azeem Majeed ◽  
Josip Car ◽  
David Brindley ◽  
Glenn Wells ◽  
...  
Keyword(s):  
Health Care ◽  
Data Collection ◽  
Continuing Education ◽  
Data Science ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals Conexión de aprendizajes con recursos abiertos en MOOC: percepciones y prácticas

2018 ◽  
pp. 60-82
Author(s):  
Mtra. Mónica Yomar Guerrero Segovia ◽  
Dr. Leonardo David Glasserman Morales ◽  
Dra. María Soledad Ramírez Montoya
Keyword(s):  
Education Institution ◽  
Relevant Information ◽  
Online Course ◽  
Massive Open Online ◽  
Access Technology ◽  
Massive Open Online Course ◽  
Educación A Distancia ◽  
Acceso Abierto ◽  
The Relationship ◽  
Convergent Design

El escenario de esta investigación fue un curso masivo abierto en línea (MOOC) desarrollado por una institución de educación superior en México. El propósito fue analizar la relación del uso de las tecnologías de acceso abierto con el proceso de percepción de los participantes para conectar sus aprendizajes, con la finalidad de contribuir en la innovación de prácticas educativas en ambientes de educación a distancia. Los datos fueron estudiados desde una metodología mixta desarrollando un plan de acción de tipo convergente paralelo. Los resultados destacan que la interactividad de los participantes en las redes de conocimiento, conjuntamente con la adopción de estrategias de búsqueda para la selección de información relevante, son determinantes para facilitar la conexión de los aprendizajes. Se pretende que este estudio aporte directrices instruccionales en la implementación de ambientes virtuales de aprendizaje.Knowledge connection trough open learning resources in a MOOC: perceptions and practicesAbstractThe scenario of this research was developed within a Massive Open Online Course (MOOC) developed by a higher education institution located in Mexico. The purpose was to analyze the relationship between the uses of open access technology to the process of perception of the participants to connect their learning, in order to contribute to the innovation of educational practices in distance learning environments. The data were studied from a mixed methodology approach with a parallel convergent design. The results highlight the interactivity of the participants in knowledge networks, together with the adoption of search strategies for selecting relevant information, they are crucial to facilitate the connection of learning. It is intended that this study provides instructional guidelines on the implementation of virtual learning environments.Recibido: 23 de junio de 2016Aceptado: 24 de enero de 2017

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