scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

Professional Skill Enrichment in Higher Education Institutions

2019 ◽  
Vol 9 (2) ◽  
pp. 14-27
Author(s):  
Siran Mukerji ◽  
Purnendu Tripathi ◽  
Anjana Anjana
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Present System ◽  
Professional Skill ◽  
Massive Open Online ◽  
Training Programmes ◽  
Comprehensive Study

The present study concentrates on assessing the ongoing method of capacity building of teachers in higher education institutions of India. It has been conceptualized with the objective of making a comprehensive study of the prevailing techniques of capacity building and skill enrichment for the teachers in higher education institutions of the country; determining the adequacy and effectiveness of these techniques in capacity building and enhancing the skill and competency of the human resources; and finally, suggesting ways of making the techniques more objective and purposeful besides what other measures can be implemented for improving the present system. The study reveals that there is a need for making an assessment of specific teachers' needs while designing subject specific training programmes that should be offered using modular approach and by incorporating latest developments in the concerned disciplines. Capacity building programmes must include IT-based competency enhancement modules offered through massive open online courses (MOOCs) and specialized certification courses.

scholarly journals INVESTIGATING INHIBITING FACTORS AFFECTING MOOCS ADOPTION AMONG TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF INDIA

2021 ◽  
Vol 11 (2) ◽  
pp. 87-94
Author(s):  
Priyanka Bhaskar ◽  
◽  
Amit Joshi ◽  
Padmalosani Dayalan ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Financial Barriers ◽  
Factors Affecting ◽  
Intention To Adopt ◽  
Inhibiting Factors

Massive Open Online Courses (MOOCs) has the potential to eradicate the digital divide and endorse education globally among the learners in the education industry. Through MOOCs platforms, teachers can upgrade their knowledge skills and abilities in their respective fields. The present study aims to identify the inhibiting factors underlying the adoption of MOOCs by teachers employed in higher education institutions. The research has employed an Interpretative Phenomenological Analysis of qualitative research methodology. In this research, teachers from the identified Universities of Uttarakhand, India are selected as the respondent to investigate the factors affecting the adoption of MOOCs. Findings reveal that technological barriers, financial barriers, and lack of awareness act as inhibiting factors in adopting MOOCs by teachers of HEI. This study also contributes to the literature by assessing the factors influencing teachers’ intention to adopt Massive Open Online Courses for learning. Through this paper, the three stakeholders of MOOCs, that is teachers, HEI and MOOC provider are suggested measures that will enhance the support and acceptability of the online courses.

scholarly journals Exploring the Usage of MOOCs in Higher Education Institutions

2018 ◽  
Vol 14 (4) ◽  
pp. 1-17
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Ict Use ◽  
Current Usage ◽  
Recent Developments

This article analyses the current usage of Massive Open Online Courses (MOOCs) in HEIs. First, a literature review is performed to identify and classify the recent developments in the area and to characterize the most used platforms and courses. Following this, an analysis of MOOCs offered by some HEIs is carried out to characterize and compare the courses available in the platforms. Concerning the main findings, the literature reveals that usage of MOOCs has been growing in recent years and that Coursera and EdX are the two main platforms used. The analysis of MOOCs available in those platforms shows that the number of universities using them and the number of courses offered have been increasing. The comparison between the courses available through the above-mentioned platforms shows that EdX is more interdisciplinary. The outcomes of this article are valuable for researchers on ICT use in HEI and may help professors implementing MOOCs in their own environment.

scholarly journals Changing Entrepreneurship Learning Ecosystems: Massive Open Online Courses. Opportunities and Limitations

2018 ◽  
Vol 14 ◽  
pp. 473-482 ◽  
Author(s):  
Agnieszka Żur
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Rapid Evolution ◽  
Entrepreneurship Education ◽  
Massive Open Online Courses ◽  
Learning Needs ◽  
Massive Open Online ◽  
New Development ◽  
Evolution Of Technology

Massive Open Online Courses (MOOCs) have brought innovation in terms of learning modes and new challenges at all levels of education, aiming to respond to the most pressing learning needs, generated by the new development policies and the rapid evolution of technology. This wave of change is affecting also entrepreneurial education. The goal of this study is to evaluate the opportunities and limitations of massive open online courses posed to higher education institutions. The study is based on desk research and analysis of existing MOOCs dedicated to entrepreneurship. The paper starts with introductory information about entrepreneurship and entrepreneurship education, as well as a short description of MOOC types. Next it presents an overview of existing top ranked online courses devoted to entrepreneurship education around the world. Finally, the paper identifies both opportunities and limitations of entrepreneurship MOOCs in regard to higher education institutions programs, as well as best practices identified as a result of the study.

scholarly journals A Survey On MOOC Providers For Higher Education

2013 ◽  
Vol 7 (1) ◽  
pp. 962-967 ◽  
Author(s):  
Dr. P Malliga
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Online Learning ◽  
Online Courses ◽  
Participatory Culture ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Online Platforms ◽  
The World ◽  
The Web

Online learning has evolved over the years, becoming increasingly accessible and gaining credibility as a learning medium. Universities are reshaping education on the Web by means of Massive Open Online Courses (MOOC). The learners can access educational content anytime, from anyplace and participatory culture using social networks seems to be the biggest advantage that MOOC has brought to the world of education especially in the higher education arena. MOOC has rapidly developed from a small section of specialist courses to millions of registered users on major online platforms offering hundreds of courses. As MOOC expands, attrition and accreditation is a problem. Though MOOC is expanding very fast, the literature on MOOC research is limited. This paper presents a survey on MOOC providers which aims to capture the state of MOOC, how they evolved and to identify issues and challenges that are important for MOOC providers.

Pedagogy, Political Economy, and Training

2020 ◽  
pp. 58-86
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Online Learning ◽  
Vocational Training ◽  
Online Courses ◽  
Good Practice ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Multiple Material ◽  
And Training

This chapter outlines how political economy—particularly neoliberalism and marketization—has impacted on pedagogy within higher education globally, and specifically on archaeological pedagogy. This is most explicitly seen in debates on vocational training, where concerns with speed, efficiency, and market forces frame training in banking instrumentalist terms. In contrast, the chapter argues that taking an assemblage approach foregrounds the multivocality of the archaeological process and recognizes that learning assemblages are comprised of multiple material elements, which also substantially affect learning. It considers online learning and massive open online courses (MOOCs), examining how a technology which should democratize can marginalize the individuals who need it most. Ways forward are presented, drawing on examples of good practice such as Framework Archaeology, Catalhöyük, and the Ardnamurchan Transitions Project (ATP), including technology and the Archaeological Skills Passport as tools for reflection. The ‘training versus education’ dichotomy is challenged, arguing that these are components of the same learning assemblages.

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