scholarly journals The Relationship between Massive Online Open Courses (MOOCs) Content Design and Students’ Performance

2021 ◽  
Vol 15 (04) ◽  
pp. 4
Author(s):  
Norhidayah Mohamad ◽  
Azrina Othman ◽  
Tan Siew Ying ◽  
Neerosha Rajah ◽  
Norsamsinar Samsudin
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Self Directed Learning ◽  
Open Networks ◽  
Massive Online Open Courses ◽  
Directed Learning ◽  
Open Courses ◽  
The Relationship ◽  
Content Design

Over the years, there has been tremendous growth in online social networking which contributed to the revolution of higher education’s learning environment. Massive Online Open Courses (MOOC) is now common in online education, which provides open networks of self-directed learning. MOOCs are referred as a continuation trend in innovation that initiated by learning from geographical distance and online. MOOCs is a current evolvement in higher learning institution in Malaysia with the aims to provide quality education for the students. However, there are some challenges in developing effective instructional design courses and retaining learners in MOOCs. Therefore, the purpose of this study is to discover the relationship between MOOC’s content design and students’ performances among UTeM’s engineering students. Through literature review, variables are identified such as courses content design, enhancement in teaching and learning and students’ performance. In this study, 373 samples have been collected and the data analysed using SPSS. The results revealed that there are significant relationships between courses materials, courses activities, and courses tools with students’ performance. It is believed that this research paper will beneficial to higher education to improve MOOC’s content design in order to enhance the students’ performance in the future.

scholarly journals A Study on Reinforcement of Self Directed Learning using Controlling Face Emotion

2022 ◽  
pp. 76-83
Author(s):  
Prof. Dr. Dong Hwa Kim ◽  
◽  
Prof. Dr. Young Sung Kim ◽  
Keyword(s):  
Deep Learning ◽  
Control System ◽  
Online Education ◽  
Teaching And Learning ◽  
Reference Data ◽  
Control Signal ◽  
Self Directed Learning ◽  
Learning Efficiency ◽  
Directed Learning

This paper deals with emotion-based self-directed teaching and learning in online education. Teachers and learners cannot understand how much their communication exchanges well with each other. So, their teaching and learning efficiency decreases than their expectation. To increase teaching and learning efficiency, this paper analyzes face emotional patterns to figure out which emotion segments have dominant facts in teaching and learning through Korean women’s face data. These dominant factors are sent to control for improving self-directed learning. In the control system, deep learning compares face data with reference data and finally decides the control signal to improve self-directed learning. Keywords: Face Emotion, Online Education, Self-Directed Teaching and Learning, Emotion Reinforcement.

Massive Open Online Courses and Completion Rates

2017 ◽  
pp. 24-49 ◽  
Author(s):  
Amanda Sue Schulze ◽  
Doug Leigh ◽  
Paul Sparks ◽  
Elio Spinello
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Educational Experiences ◽  
Change Agents ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that completion rates can average fewer than 5%. Such low completion rates raise questions about the effectiveness of MOOCs and whether all adults have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve more than just the most persistent, self-directed learners. This study explored the relationship between self-directed learning readiness and MOOC completion percents among adults taking a single Coursera MOOC. By examining self-directed learning - the ability to take responsibility for one's own educational experiences - and MOOC completion rates, this research may help to confirm the knowledge and skills needed to be a successful adult learner in the 21st century, as well as how to improve online education offered to adult learners.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

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