scholarly journals Massive Open Online Courses – Anyone Can Access Anywhere at Anytime

2020 ◽  
Vol 8 (3) ◽  
pp. 96-101
Author(s):  
K Suresh ◽  
P Srinivasan
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Low Cost ◽  
Rapid Change ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Digital Learners ◽  
Open Education Resources

Information Communication Technology influences all dimensions of education. Especially in distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The MOOCs are categorized cMOOCs, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district,e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Indian distance education and providing open education to massive through MOOCs. This paper portrayed on Massive Open Online Course (MOOC), its different types of MOOCs, platforms for MOOCs, MOOCs in India, and its merits.

scholarly journals Customer Journey Construction of the Indonesian Open-Education Resources Platform

2019 ◽  
Vol 14 (24) ◽  
pp. 18
Author(s):  
Harry Budi Santoso ◽  
Danan Arief Desprianto ◽  
Isnaeni Nurrohmah ◽  
Rahma Khairunisa Nursalamah ◽  
Panca O. Hadi Putra
Keyword(s):  
Interaction Design ◽  
Open Educational Resources ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Online Questionnaire ◽  
Customer Journey ◽  
Massive Open Online Course ◽  
Alternative Approach ◽  
Open Education Resources

Indonesia Open-Educational Resources (IOER) need an approach to design a massive open online course (MOOC) interaction to accommodate users’ needs and suggestions. The purpose of this research is to implement customer journey as an alternative approach for developing a MOOC’s interaction design. An online questionnaire, requirement gathering, prototyping, and contextual interview were used to support this research. As a result, there are three phases of customer journey consisting of planning, learning, and completion. In addition, a MOOC interaction design prototype was produced to depict the result.

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 Implementation of MOOC platforms into teaching English to IT specialists

2021 ◽  
Vol 104 ◽  
pp. 03007
Author(s):  
Svitlana Symonenko ◽  
Nataliia Zaitseva ◽  
Viacheslav Osadchyi
Keyword(s):  
Teaching And Learning ◽  
Foreign Languages ◽  
Online Course ◽  
English Learning ◽  
Specialist Training ◽  
Massive Open Online ◽  
User Friendliness ◽  
Soft Skill ◽  
Massive Open Online Course ◽  
Teachers And Students

The paper deals with the issue of application possibilities of MOOC platforms in IT specialist training. It is emphasized that this problem is urgent due to the coronavirus pandemic which caused reconsideration of educational approaches, means and tools. In the study the analysis of the most demanded massive open online course platforms in terms of IT specialist training is presented. Challenges of MOOCs for teaching and learning foreign languages are highlighted. Profession-related, soft skill mastering and English learning courses have been scrutinized in terms of their content and user-friendliness by teachers and students of two universities. Design, layout, topics, communities, documentation, and application availability have been evaluated and ranked. Three online English courses of similar purpose on Coursera, FutureLearn and Prometheus have been compared and ranked with the aim to advise the most efficient one to senior undergraduates striving to be employed in Ukraine and abroad in the multicultural IT environment.

scholarly journals Polytechnic ESL Lecturers‟ Acceptance Of Using Massive Open Online Course (MOOC) For Teaching English As A Second Language (ESL)

2019 ◽  
Vol 8 (9) ◽  
pp. 114-121
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Survey Method ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Use Of Technology ◽  
Acceptance Model

The implementation of Massive Open Online Courses (MOOC) in the educational field has become the way of learning in many educational institutions worldwide. MOOC is believed could help to promote active learning among language learners. In Malaysian polytechnic settings, MOOC has just recently implemented for the English course. Thus, this study aimed to investigate polytechnics English as a Second Language (ESL) lecturers' acceptance of using Massive Open Online Course for teaching ESL and the challenges they faced in using MOOC. The methodology used was the survey method where a set of questionnaires was developed and adapted from the Technology Acceptance Model. The respondents for this study were 34 ESL lecturers from different polytechnics in Malaysia. The findings revealed that polytechnic ESL lecturers have positive perceptions towards the ease of use and usefulness of MOOC for teaching ESL. The investigation also revealed the challenges faced by the lecturers in using MOOC for teaching ESL. The results would contribute positively to the policy makers, developers, and administrators to gain more insight on the lecturers' perceptions and challenges related to the use of technology for language teaching and learning in any higher learning institutions.

scholarly journals E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions

2021 ◽  
Vol 11 (1) ◽  
pp. 67
Author(s):  
Siti Nurshuhada Mohd Hamid ◽  
Tien Tien Lee ◽  
Hafsah Taha ◽  
Nurulsaidah Abdul Rahim ◽  
Aisyah Mohamad Sharif
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Education Institution ◽  
Online Course ◽  
Massive Open Online ◽  
Good Reliability ◽  
Massive Open Online Course ◽  
Online Resource ◽  
Module Development ◽  
Student's Perceptions

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both students and lecturers in the teaching and learning of Chemistry in higher education institution.

scholarly journals Learning from each other in the COVID-19 pandemic

2020 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Communities Of Learners ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education, and supporting the development of communities of learners, can complement traditional messaging, providing a sustainable approach to countering the spread of misinformation.

scholarly journals Development of massive open online course (MOOC) based on addie model for catering courses

2018 ◽  
Vol 8 (2) ◽  
pp. 184 ◽  
Author(s):  
Mohd Erfy Ismail ◽  
Pipit Utami ◽  
Irwan Mahazir Ismail ◽  
Norhasyimah Hamzah ◽  
Hairuddin Harun
Keyword(s):  
Learning Process ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Online Course ◽  
Massive Open Online ◽  
Vocational College ◽  
Massive Open Online Course ◽  
Teaching Aids ◽  
Evaluation Phase ◽  
Addie Model

Nowadays, innovation for teaching aids is an important requirement to ensure the teaching and learning process can run smoothly. Coinciding with the Malaysia Education Blueprint 2013-2025 (Ministry of Education) through the ninth surge of Global Online Learning, the development of the Massive Open Online Course (MOOC) was built. The ADDIE model has been adapted for this development. The study aims to develop an appropriate interactive learning for Food and Beverage Presentation subjects based on the Vocational College (VC) syllabus. In research development, researchers use Richey and Klein research recommendations, using Alpha and Beta tests in the evaluation phase of the study. The population of the study involved 155 Catering students at Muar Vocational College and the sample of the study were 60 of third and fourth-year Diploma students. The sampling method used is the purposive sampling and the instrument used in the form of the questionnaire. Data collected were collected and analyzed descriptively using Statistical Packages for Social Science (SPSS) version 23.0. Based on the analysis, the reliability value of the instrument is 0.997 and shows that the reliability of the instrument is at a high level. The findings show that the use of MOOC can increase computer literacy (3.75), interest (3.78) and student learning styles (3.75) and make the learning process more interesting. In addition, the findings show that the use of the MOOC application can help students in improving the performance and achievement of students in learning and thus can be an alternative to diversifying the teaching and learning process in VC.

scholarly journals Learning from each other in the COVID-19 pandemic

2021 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education can complement traditional messaging, potentially providing a sustainable approach to countering the spread of misinformation in public health.

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

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