scholarly journals Postgraduate Students‟ Motivation for MOOC Enrollment

2019 ◽  
Vol 9 (1) ◽  
pp. 1763-1765
Keyword(s):  
Online Courses ◽  
Motivational Factors ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Postgraduate Students

This study was conducted in order to identify the motivational factors for student in pursuing Massive Open Online Courses (MOOC). The respondents of this study consisted of 38 postgraduate students studying in Universiti Tenaga Nasional (UNITEN). The results showed that students are motivated to enroll MOOC which are offered by prestigious universities. Student’s curiosity to learn the content of MOOC is also another important factor. The study also indicated that students are motivated to pursue MOOC which are supplementary to the content of classes offered by other institutions.

scholarly journals Exploring MOOC Acceptance and Readiness among Postgraduate Students at a Higher Learning Institution

2019 ◽  
Vol 6 (1) ◽  
pp. 69-81
Author(s):  
Mukaramatu Tahiru ◽  
Rosemaliza Kamaludeen
Keyword(s):  
Online Courses ◽  
Research Question ◽  
Higher Learning ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Postgraduate Students ◽  
Actual Usage ◽  
The Impact

The pattern of learning in recent years have been impacted by the rise of Massive Open Online Courses (MOOCs). The impact of MOOCs on the field of education have been investigated by many researches. MOOCs, since their inception have attracted a considerable amount of attention within higher education. This study therefore examines the extent of IIUM postgraduate students’ awareness knowledge of MOOCs, how-to knowledge of MOOCs, actual usage of MOOCs, perceived usefulness of MOOCs, attitude towards MOOCs and intention to use MOOCs for academic purposes. The research question concentrated on the extent of the students’ awareness knowledge, how-to knowledge, perceived usefulness, attitude, actual usage, and intention to use MOOCs for academic purposes. One hundred and ninety respondents were involved in this study. The analysis procedure made use of descriptive statistics to find the percentages, frequencies, mean and standard deviation of data. The findings reveal that majority of the respondents do not have awareness knowledge and how-to knowledge of MOOCs. It also shows very few respondents have actual usage of MOOCs. However, majority of the respondents have positive attitude towards MOOCs and majority of them show their intentions to use MOOCs for academic purposes. The study reveals a vital implication on how IIUM ought to scheme policies to increase adequate awareness of MOOCs and more importantly its usefulness to students.

scholarly journals Performance on Readiness of UNITEN Postgraduate Students for MOOC-based Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 3475-3478
Keyword(s):  
Online Courses ◽  
Online Discussion ◽  
Business Management ◽  
Online Communication ◽  
Content Delivery ◽  
Massive Open Online Courses ◽  
Independent Learning ◽  
Massive Open Online ◽  
Postgraduate Students ◽  
Implementation Phase

This paper presents a study on the readiness of UNITEN postgraduate students for Massive Open Online Courses (MOOC) based learning. A survey was conducted, involving 123 respondents consisted of a good mix of PhD and master by research, mixed mode and coursework programmes in engineering, IT and business management. The results show that UNITEN postgraduate students in general have excellent readiness for MOOC-based learning in terms of technology access, online communication skills, independent learning, online content delivery, online discussion and awareness. This study concluded that UNITEN postgraduate students welcomed MOOC-based learning. It’s therefore recommended to proceed for the implementation phase of MOOC-based learning.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

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