scholarly journals Development of Massive Open Online Courses Based on 3D Computer Graphics and Multimedia

2019 ◽  
Vol 9 (4) ◽  
pp. 4
Author(s):  
Leonid Leonidovich Khoroshko ◽  
Peter A. Ukhov ◽  
Pavel P. Keyno
Keyword(s):  
Distance Learning ◽  
Computer Graphics ◽  
Online Courses ◽  
Three Dimensional ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Interactive Mode ◽  
Training Materials ◽  
Software Product ◽  
Independent Work

This work is devoted to the creation of a laboratory workshop (virtual) for open online courses based on programs of three-dimensional computer graphics and multimedia. The issues of using SolidWorks, Autodesk® 3DS MAX software in distance learning are discussed. The software was used to prepare training materials for the courses course "Machines and mechanisms theory", "Computer Graphics" and "Engineering and Computer Graphics". Using the software product SolidWorks, Autodesk® 3DS MAX has significantly increased the visibility of the course and develop tools for organizing the independent work of students in an interactive mode.

Learning Management in Massive Open Online Courses

2021 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Tapan Kumar Basantia ◽  
Vishal Kumar
Keyword(s):  
Distance Learning ◽  
Online Courses ◽  
Traditional Education ◽  
Vital Role ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Time ◽  
Open And Distance Learning ◽  
Learning Management

Massive open online courses (MOOCs) are the unconventional and latest means of education in the present society. MOOCs are the strong alternative to traditional education and latest development in the area of open and distance learning. MOOCs are the online courses which are delivered with little rigidity in place of learning, time of learning, pace of learning, etc. Learning management in MOOCs is one of the prime features of MOOCs that helps for the delivery of MOOCs. Learning management in MOOCs plays a vital role for the success of MOOCs. The stakeholders of MOOCs must be well conversant with different aspects of learning management in MOOCs for achieving the success of the MOOCs. Referring to these contexts, in the present paper, thematic discussions have been made on different aspects of learning management in MOOCs. In the paper, special emphasis in discussion is given on different components of learning management in MOOCs, learning management in different platforms of MOOCs, and issues in learning management in MOOCs.

Using Artificial Intelligence in Massive Open Online Courses

2019 ◽  
pp. 116-133 ◽  
Author(s):  
Emel Güler ◽  
Buket Karatop
Keyword(s):  
Artificial Intelligence ◽  
Decision Making ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Artificial Intelligence Techniques ◽  
Training Materials ◽  
Ongoing Development

It can be said that the reflection of the philosophy of Transhumanism on education creates a threat to the survival of human civilization or, on the contrary, focuses on technologies that try to create opportunities to overcome basic human limitations. MOOCs are still a major tool in the ongoing development of opportunities to teach the whole community. With MOOCs, interactive student-oriented large audiences can be reached instantly. The MOOCs, which offer great opportunities, should be made intelligent by the interaction of the curricula and the learner in order to achieve more effective results. As MOOCs are student-friendly, it is important that, when preparing training materials, the curriculum is formulated strategically. It is important that stakeholders' views are involved in decision-making using artificial intelligence techniques because learning is too important to be left to coincidence.

scholarly journals Recommendation System for Knowledge Acquisition in MOOCs Ecosystems

2020 ◽  
Author(s):  
Rodrigo Campos ◽  
Rodrigo Santos ◽  
Jonice Oliveira
Keyword(s):  
Distance Learning ◽  
Recommendation System ◽  
Online Courses ◽  
State Of The Art ◽  
Massive Open Online Courses ◽  
Knowledge Gap ◽  
Massive Open Online ◽  
Master's Thesis ◽  
Online Distance Learning ◽  
Online Distance

In recent years, students face difficulties in choosing the best content from the online distance learning of MOOCs (Massive Open Online Courses). The emerged recommendations systems to solve this problem do not identify the student's prior knowledge broadly. From this problem, the main contribution of this work is the identification and reduction of the students' knowledge gap in MOOCs. As such, in this Master's thesis, we model and analyze the MOOCs ecosystems and propose a solution for recommending parts of courses. Based on a set of three experiments, we verify that our recommendations are accurate, useful and reliable. We also present new content to fill the knowledge gap of users as the main contribution of this work to the state of the art.

Benefit and Cost Analysis of Massive Open Online Courses

2015 ◽  
Vol 5 (3) ◽  
pp. 47-55 ◽  
Author(s):  
Belle Selene Xia
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Online Technologies ◽  
Depth Analysis

There has been much research done on online learning including research on online educational activities and methods. The use of technology is gaining rising importance in higher education due to the benefits that it brings. In terms of adopting new technologies to teaching, new forms of teaching, such as massive open online courses (MOOCs), are increasingly seen as a feasible future form of learning. The importance of MOOCs in higher education has caused debates in the computing education research. This study aims to provide an in-depth analysis of the pedagogical implications of MOOCs to higher education. Research in MOOCs is of vital importance because these courses may offer meaningful learning opportunities for those otherwise impossible through means of distance learning. The concepts of e-learning, online learning and distance learning have been previously addressed where previous research has indicated that the integration of online technologies to higher education do not automatically support learning. Many education institutions still question the sustainability of courses using extensive online technologies in higher education. The authors open up new research opportunities in a student-centered design in MOOCs incorporating a personalized learning environment to online education.

IDENTIFYING FACTORS THAT INFLUENCE STUDENTS ' DROPOUTS FROM MOOC COURSES

2020 ◽  
Vol 5 (12) ◽  
pp. 4-16
Author(s):  
T. A. BOYKO ◽  
◽  
P. D. IVANOV ◽  
Keyword(s):  
Logistic Regression ◽  
Distance Learning ◽  
Random Forest ◽  
Decision Trees ◽  
Online Courses ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Classification Models ◽  
Educational Content ◽  
Massive Open Online

The article considers one of the most popular forms of distance learning – massive open online courses (MOOC). The number of educational content, as well as universities and platforms that develop and provide access to courses, is constantly growing. The relevance of the work is due to the fact that according to various estimates, only 5-13% of students who have signed up for MOOC courses are trained to the end. The aim of the work is to determine the quantitative variables that affect the proportion of students who complete the course. To solve this problem, classification models are used: the model of logistic regression, decision trees and random forest. The obtained results can be used to improve the educational process in online courses.

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
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