scholarly journals LEARNING ACTUARIAL MATHEMATICS THROUGH UiTM FUTURE MOOC

2020 ◽  
Vol 2 (6) ◽  
pp. 08-13
Author(s):  
Mohd Zaki Awang Chek ◽  
Isma Liana Ismail ◽  
Nur Faezah Jamal
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Methods ◽  
New Era ◽  
Learning Platform ◽  
Actuarial Mathematics ◽  
Hands On ◽  
Visual Reading

The Massive Open Online Courses (MOOCs) is a new online learning platform that provides training beyond the classroom based on casual and social learning. Current learning methods that use PowerPoint slides usually bore students who would easily lose focus on their learning. MOOCs provide a new era of learning style with various learning methods. Using attractive notes with the aid of video, animation, and a variety of activities to promote a better learning environment adaptively. It is accessible anytime, anywhere, and gives flexibility to students in managing their learning routine. Therefore, UiTM Perak (Tapah Campus) has taken an initiative to implement MOOCs in one of the diploma subjects which is “Introduction to Actuarial Mathematics” (ASC305). Actuarial Mathematics is a subject taught under the actuarial science program in preparation for the professional actuarial examination under the Society of Actuaries (SOA), as well as getting students to understand the actuarial aspects of the current life insurance system. On top of that, this MOOC has encouraged worldwide participants where one will have experience in practicing their fundamental knowledge on each topic. The real-time communication between the instructor and participants for knowledge sharing, brainstorming, and exchanging opinions create a positive ambiance of "classroom-beyond-borders". Using MOOCs for the course opens great opportunities for instructors to be creatively and innovatively involved in preparing attractive content, learning activities, and hands-on assessments that suit all learning styles (auditory, visual, reading and writing, and kinesthetics). Thus, this paper illustrates and describes the development of Introduction to Actuarial Mathematics using MOOCs (https://ufuture.uitm.edu.my/courses/summary/ASC305).

scholarly journals Dynamic Identification of Learning Styles in MOOC Environment Using Ontology Based Browser Extension

2021 ◽  
Vol 16 (12) ◽  
pp. 65
Author(s):  
Divyansh Shankar Mishra ◽  
Abhinav Agarwal ◽  
Sucheta V Kolekar
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Dynamic Identification ◽  
Web 3.0 ◽  
Browser Extension ◽  
Different Types ◽  
Efficient Learning ◽  
Different Levels

With the advent of the era of big data and Web 3.0 on the horizon, different types of online deliverable resources in the pedagogical field have also become raft. Massive Open Online Courses (MOOCs) are the most important of such learning resources that provide many courses at different levels for the learners on the go. The data generated by these MOOCs, however, is often unorganized and difficult to track or is not used to the extent that allows identification of learner types to facilitate better learning. The proposed approach in this paper aims to detect the learning style of a learner, interacting with the MOOC portal, dynamically and automatically through a novel, indigenous and in-built browser extension. This extension is used to capture the usage parameters of the learner and analyze learning behavior in real-time. The usage parameters are captured and stored as a learner ontology to ease sharing and operating across different platforms. The learning style so deduced is based on the Felder Silverman Learning Style Model (FSLSM), where learner’s behavior under multiple criteria, vis-`a-vis perception, input, understanding, and processing are measured. Based on the generated ontological semantics of learner’s behavior, multiple models can be made to facilitate precise and efficient learning. The result shows that this state-of-the-art approach identifies and detects the learning styles of the learners automatically and dynamically, i.e., changing over time

scholarly journals Research on the differences of students’ learning styles and knowledge integration in SPOC learning: a case study of course “Basic Portuguese”

2021 ◽  
Vol 18 (1) ◽  
pp. 12-26
Author(s):  
Jing Hu ◽  
Silva Maria Do Carmo Vieira
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Knowledge Construction ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Integration Theory ◽  
Online Data ◽  
Learning Behaviors ◽  
Learning Platform

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.

The Learning Style of Gamers

2018 ◽  
pp. 106-129
Author(s):  
Francisco Jurado ◽  
Pilar Rodriguez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Experimental Analysis ◽  
User Profile ◽  
Learning Performance ◽  
Learning Methods ◽  
Interesting Approach ◽  
Teaching Learning

The use of gamification has shown to be an interesting approach to engage users in MOOCs. In this context, different game strategies, elements, and mechanics are applied to help to improve the teaching/learning process. When designing teaching/learning methods, teachers must take into account both gamification techniques and learning styles in order to encourage students and to improve their learning performance, respectively. However, while applying gamification and at the same time keep taking into account the corresponding learning styles, we may find some kinds of incompatibilities. Thus, what this chapter covers is the conducted experimental analysis aimed at exploring the viability of merging gamer's profiles and learning styles in a single multidimensional user profile. The obtained results expose that, with this approach, we are able to identify groups of students so that, while designing teaching/learning methods, we can take into account both learning styles to improve the learning performance and gamification techniques to motivate and encourage the student.

scholarly journals A Semantic Recommendation System for Learning Personalization in Massive Open Online Courses

2020 ◽  
Vol 8 (1) ◽  
pp. 71
Author(s):  
Sara Assami ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Recommendation System ◽  
Online Courses ◽  
Learning Technologies ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Context ◽  
Massive Open Online ◽  
New Era ◽  
Learner Model ◽  
Massive Open Online Course

<p class="0abstract">For an innovation producing education, MOOC (Massive Open Online Course) platforms offer a plethora of learning resources and pedagogical activities to support the university’s 4.0 new era and the lifelong learning movement. Nevertheless, the rapid advances in learning technologies imply the need for personalized guidance for learners and adapted learning materials. In this paper we seek to enhance the MOOC learner experience by providing a semantic recommender system for the diversity and abundance of MOOCs available for learners. Firstly, the paper analyses the state of the art of the semantic recommendation approach in a distance learning context. Then it describes the proposed MOOC recommendation system that uses the ontological representation of the learner model and MOOCs content to make its intelligent suggestions. Finally, we explore the development phases of the semantic MOOC recommendation system to define the implications for the progress of our research.</p>

scholarly journals An Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

2016 ◽  
Vol E99.D (8) ◽  
pp. 2140-2150 ◽  
Author(s):  
Sila CHUNWIJITRA ◽  
Chanchai JUNLOUCHAI ◽  
Sitdhibong LAOKOK ◽  
Pornchai TUMMARATTANANONT ◽  
Kamthorn KRAIRAKSA ◽  
...  
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
E Learning

scholarly journals Malaysian Learners’ Preferences-Based Profile Model Towards Adaptive Massive Open Online Courses

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
Mohammed A. Gharawi ◽  
Azman Bidin ◽  
Koo Ah Choo
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Quantitative Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Quantitative Research Methods ◽  
Non Profit ◽  
Massive Open Online Course

Massive open online courses’ technology is becoming the most recent innovations in online education and academia. Recently, it has been widely adopted in educational sectors and gained popularity among both students and instructors. Massive open online courses have rapidly become a trend in the field of higher education and received much recognition from scholars and non-profit educational organizations. Therefore, there has been a growing interest in investigating its limitations, challenges, and impact on education. Some issues and problems have been reported in the research and practice, such as problems related to massive open online course learners’ motivation and engagement during the courses, and course contents’ presentations have a significant impact on learner’s motivation. However, there have been few contributions to the literature in discerning the varying motivational drivers for choosing to consume the different presentation styles of massive open online courses. Therefore, the main goal of this work is to propose an innovative framework for adaptive massive open online course based on learners’ preferences. As such, the courses’ presentations are adapted to the preferred learning style of each learner. In this regard, this paper was conducted based on quantitative research methods.

scholarly journals ORGANIZATION AND CONDUCTING OF SEMINARS ON THE PLATFORM MOODLE

2018 ◽  
pp. 108-115
Author(s):  
Maryna Zolochevska ◽  
Keyword(s):  
Online Courses ◽  
Research Work ◽  
Massive Open Online Courses ◽  
Innovative Technology ◽  
Special Topic ◽  
Independent Research ◽  
Math Skills ◽  
Learning Platform ◽  
Traditional Lectures ◽  
Setup Phase

This article is dedicated to the problem of finding new teaching methods and activities for a student. Nowadays this issue is topical because traditional lectures, practices, and seminars need refreshing by implementing the innovative technology. The seminar is defined as a kind of practical class at university which implies independent research work. Students fulfill given tasks visually representing the material in the form of a summary, report, message, etc. The author’s idea comes from an item that teacher should take in consideration two vectors of skill development in the process of seminar modeling. They are specific skills in the special-topic sphere (math skills, etc.) and general independent researchers’ skills. The aim of our research is to create a procedure of conducting a modern seminar based on the platform Moodle. Moodle has been chosen as an open-source learning platform for MOOCs (Massive Open Online Courses) with a significantly enormous potential. The element named ‘Workshop’ can be created on this platform by setting some parameters by teachers. The most important thing is that an author takes into consideration a teacher’s goals and gives an efficient algorithm to adjust necessary parameters to particular goals. This procedure includes 4 phases, such as a setup phase, submission phase, assessment phase and grading evaluation. The main part of this article contains a lot of tips how to provide every phase with instructions, forms, criteria. The author doesn’t deal with using of other active Moodle-elements which ones are planned to be researched later.

scholarly journals Online Learning Styles Identification Model, Based on the Analysis of User Interactions Within an E-Learning Platforms, Using Neural Networks and Fuzzy Logic

2018 ◽  
Vol 7 (3.13) ◽  
pp. 76
Author(s):  
L Alfaro ◽  
C Rivera ◽  
J Luna-Urquizo ◽  
E Castañeda ◽  
F Fialho
Keyword(s):  
Fuzzy Logic ◽  
Learning Styles ◽  
Learning Style ◽  
User Behavior ◽  
Backpropagation Neural Network ◽  
User Interactions ◽  
Learning Platform ◽  
Proposed Model ◽  
E Learning ◽  
Learning Platforms

Individual Learning Style identification is an essential aspect in the development of intelligent or adaptive e-Learning platforms. Traditional methods are based on the application of questionnaires or psychological tests, which may not be the most appropriate in all cases. The proposed model is based on the analysis of user behavior through the study of their interactions within an e-Learning platform, using a multilayer Backpropagation Neural Network and Fuzzy Logic concepts, for the preprocessing of the inputs and the categorization of the outputs.                                                                              

Vagrant Virtual Machines for Hands-On Exercises in Massive Open Online Courses

2016 ◽  
pp. 363-373 ◽  
Author(s):  
Thomas Staubitz ◽  
Maximilian Brehm ◽  
Johannes Jasper ◽  
Thomas Werkmeister ◽  
Ralf Teusner ◽  
...  
Keyword(s):  
Virtual Machines ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Hands On

scholarly journals The Effect of Multilingual Facilitation on Active Participation in MOOCs

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Jean-François Colas ◽  
Peter B. Sloep ◽  
Muriel Garreta-Domingo
Keyword(s):  
Online Courses ◽  
Active Participation ◽  
Massive Open Online Courses ◽  
Language Of Instruction ◽  
Language And Culture ◽  
English Only ◽  
Course Materials ◽  
Language Groups ◽  
Hands On ◽  
Social Dynamic

<p>A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the <em>language of instruction</em>, used for interacting with course materials, and one’s preferred language as the <em>language of participation</em>, used for interaction with peers and facilitators, is preferable to “English only” for participation in a MOOC. The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways, and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamic of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs.</p>

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