scholarly journals Análisis de un curso en línea masivo y abierto (MOOC) con una eficiencia terminal atípica / Analysis of a Massive Open Online Course (MOOC) with an Atypical Terminal Efficiency

2016 ◽  
Vol 5 (1) ◽  
pp. 91-101 ◽  
Author(s):  
Lorena Aleman de la Garza ◽  
Teresa Sancho-Vinuesa ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Online Education ◽  
Latin American ◽  
Online Courses ◽  
Academic Staff ◽  
Completion Rate ◽  
Educational Institutions ◽  
Great Expectations ◽  
American University ◽  
Massive Open Online Course ◽  
Management Of Technology

ABSTRACTMassive Open Online Courses (MOOCs) have generated great expectations since they empower online education by providing students, teachers and the community in general, a new way of building knowledge. However, when measuring the efficiency of the MOOCs there is no consensus on the methodology to calculate how successful they are. This document presents a comparative analysis between 12 MOOCs from different academic areas taught by one Latin-American University, who is a pioneer in offering education through the Coursera platform. Within the analysis, we highlight a MOOC with a completion rate exceeding 20%. In order to identify the factors that influenced the atypical completion rate the results include a description of the participants’ characteristics, their access and management of technology as well as the strategies implemented by the instructors and academic staff to generate, for participants, a motivating virtual environment of learning. Results suggest that educational institutions must establish criteria for the design and implementation of MOOCs aiming to offer participants qualitycontent and enriching experiences.RESUMENLos cursos en línea, masivos y abiertos (MOOC) han generado grandes expectativas debido a que potencializan la educación en línea al ofrecer a estudiantes, docentes y a la comunidad en general, una nueva manera de construir conocimiento. Sin embargo, en el momento de medir la eficiencia de los MOOC no existe consenso en la metodología a seguir para calcular su éxito. Este documento presenta un análisis comparativo entre 12 cursos MOOC de distintas áreas académicas impartidos por una de las universidades latinoamericanas pioneras en ofrecer educación a través de la plataforma Coursera.  Dentro del análisis, destaca un MOOC con tasa de eficiencia terminal superior al 20%. Con la finalidad de identificar los factores que influyeron en la tasa de eficiencia terminal atípica se describen las características de los participantes, su competencia en el uso e incorporación a la tecnología así como las estrategias implementadas por el equipo docente y administrativo del curso para generar un ambiente virtual de aprendizaje que sea motivador para los participantes. Los resultados sugieren que las institucio-nes educativas establezcan criterios en el diseño e implementación de los cursos MOOC con la finalidad de ofrecer a los partici-pantes contenidos de calidad y experiencias de aprendizaje enriquecedoras.

scholarly journals Early Dropout Prediction in MOOCs through Supervised Learning and Hyperparameter Optimization

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1701
Author(s):  
Theodor Panagiotakopoulos ◽  
Sotiris Kotsiantis ◽  
Georgios Kostopoulos ◽  
Omiros Iatrellis ◽  
Achilles Kameas
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Early Stage ◽  
Activity Patterns ◽  
Daily Basis ◽  
Machine Learning Algorithms ◽  
Supervised Machine Learning ◽  
Educational Institutions ◽  
Student Dropout ◽  
Wide Range

Over recent years, massive open online courses (MOOCs) have gained increasing popularity in the field of online education. Students with different needs and learning specificities are able to attend a wide range of specialized online courses offered by universities and educational institutions. As a result, large amounts of data regarding students’ demographic characteristics, activity patterns, and learning performances are generated and stored in institutional repositories on a daily basis. Unfortunately, a key issue in MOOCs is low completion rates, which directly affect student success. Therefore, it is of utmost importance for educational institutions and faculty members to find more effective practices and reduce non-completer ratios. In this context, the main purpose of the present study is to employ a plethora of state-of-the-art supervised machine learning algorithms for predicting student dropout in a MOOC for smart city professionals at an early stage. The experimental results show that accuracy exceeds 96% based on data collected during the first week of the course, thus enabling effective intervention strategies and support actions.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

scholarly journals Experience with a Massive Open Online Course in Rural Rwanda

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Christine Warugaba ◽  
Brienna Naughton ◽  
Bethany Hedt Gauthier ◽  
Ernest Muhirwa ◽  
Cheryl L Amoroso
Keyword(s):  
Online Survey ◽  
Online Courses ◽  
Course Completion ◽  
Completion Rate ◽  
Clinical Psychologist ◽  
Massive Open Online ◽  
Course Materials ◽  
Massive Open Online Course ◽  
Resource Limited ◽  
Job Titles

<p class="Style2">The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, &amp; Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion.</p><p class="Style2">In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions.  Following the conclusion of the course, all participants were asked to complete an online survey.</p><p class="Style2">A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (<em>p </em>&lt; 0.05), and 85% who successfully completed the course attended at least three of seven sessions.  Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion.</p><p class="Style2">Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas.</p>

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.

Students' Perceptions of the Online Instructors' Roles in a Massive Open Online Course

2016 ◽  
pp. 273-289 ◽  
Author(s):  
Hengtao Tang ◽  
Shuyan Wang ◽  
Yingxiao Qian ◽  
Kyle L. Peck
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online ◽  
Online Instructors ◽  
Four Dimensions ◽  
Massive Open Online Course ◽  
Technology Applications ◽  
Real Person

Scholars prefer applying metaphors to interpret the instructor's role in online education, such as facilitators, mentors, e-moderators, and “leading the band”, but the rise of Massive Open Online Courses (MOOCs) has reshaped the online teaching and learning practices. Accordingly, the role of instructors in MOOCs is expected to be redefined based on the precedent framework. This research inquiry thus explores students' perceptions of the instructor's role in a MOOC, Technology Applications in Education, regarding four dimensions of Berge's classifications: pedagogical, managerial, social, and technical. An emerging framework of instructor's role in a MOOC is construed to benefit professionals and academics investing in MOOC teaching and learning. Besides, designing a cohesive, structured course is evident in the roles of MOOC instructors, and instructors' timely interaction as a “real person” also influences students' learning experience.

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

Web and Education as Disruptors of Traditional Education and Development of Future Students and Workers

2020 ◽  
pp. 170-192
Author(s):  
Marie-Line Germain
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Traditional Education ◽  
Educational Institutions ◽  
Digital Platforms ◽  
Disruptive Technologies ◽  
Wide Range ◽  
Education And Development ◽  
The Web

Over the past 30 years, the internet has evolved from being the web of content to being the web of thoughts and the web of things in business, communication, entertainment, and education. To stay competitive, higher education institutions have had to train students on the wide range of skills and experiences and to move to digital platforms to better meet the needs of students, employees, and organizations. This chapter provides an overview of the development of online education, the 1.0 to 5.0 phases of web development, and how the field of education has adapted to these phases. Particular emphasis is placed on the use of mobile learning such as MOOCs, course collaboration software, and how smartphones can be used in courses to interact with peers and faculty. This chapter then presents a case study illustrating how online courses can successfully integrate Web 4.0 and 5.0 technology. It concludes by discussing the benefits and challenges of adopting some disruptive technologies and on how educational institutions can meet the needs of the next generation of students.

scholarly journals Different Approaches to the Development of Online Learning in Higher Education

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Iurii V. Kornilov ◽  
Dmitriy A. Danilov ◽  
Alla G. Kornilova ◽  
Aleksei I. Golikov ◽  
Ilya B. Gosudarev
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Technologies ◽  
North Eastern ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Competencies Development

The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education.

scholarly journals An Overview of Massive Open Online Courses with Topics of Robotics

2019 ◽  
Vol 5 (2) ◽  
pp. 3-8
Author(s):  
Danaa Ganbat ◽  
Uranchimeg Tudevdagva
Keyword(s):  
Personal Experience ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Online Course ◽  
Massive Open Online ◽  
Personal Learning ◽  
Massive Open Online Course ◽  
Almost All ◽  
Educational Contents

This article reports short overview of massive open online courses for “robotic” topic. Extensive use of mobile devices opens up various opportunities for educational institutions to transfer contents to learners. Modern learners prefer to manage their learning by personal way. Many online courses are confirming this fact. Nowadays we can find unlimited number of contents on the internet. Almost all universities offer own online courses with various topics. In the last decade massive open online course (MOOC) became one of the opportunities to keep educated. The robotics is main focus of this issue, therefore we are trying to conduct small study on online educational contents with this topic. We selected five MOOCs in our study. Main criteria of selection were personal experience of author with these MOOCs. An evaluation of MOOCs is not an aim of the article. Through this article we tried to make visible opportunities to get education on robotics free by online with your personal learning management time.

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