MOOCs

2015 ◽  
pp. 183-211 ◽  
Author(s):  
Kenneth Ronkowitz ◽  
Lynnette Condro Ronkowitz
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Traditional Classroom ◽  
Educational Community ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Research Perspectives ◽  
Traditional Classroom Teaching

This chapter introduces the evolution of the MOOC, using narratives that are documented by research generated from the educational community. It concentrates on the history and progression of distance learning and its movement toward online education. The authors' perspectives focus on their own anecdotal evolution, from traditional classroom teaching, infusing distance and online learning, to designing and teaching in a MOOC setting. In examining whether the MOOC is more of an evolution or a revolution in learning, they explore questions that have emerged about MOOCs including what distinguishes this model from other online offerings, characteristics of learners who succeed in this environment, and debates regarding best practices. Critical reaction and responses by proponents of this learning format are presented and acknowledged. The research, perspectives and debates clearly impact what the future of the MOOC appears to offer. This continues the discussion within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

The Evolution of Online Learning and Related Tools and Techniques toward MOOCs

2015 ◽  
pp. 212-221
Author(s):  
Drew Parker ◽  
Kamal Masri
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Postsecondary Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Learning Environment ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Tools And Techniques

The latest development in the online learning environment, Massive Open Online Courses, dubbed ‘MOOC,' has garnered considerable attention both within and without the academy. This chapter discusses tools and technologies that can support the development of a MOOC, and concludes with commentary about the potential for such a development to continue into mainstream postsecondary education. This chapter delivers a small yet meaningful contribution to the discussion within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

scholarly journals The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

2021 ◽  
Vol 23 (5) ◽  
pp. 116-130
Author(s):  
K. Fuchs ◽  
S. Karrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Practical Significance ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Traditional Classroom Teaching ◽  
Socio Demographic Factors

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

Challenges about MOOCs in Teacher Training

2016 ◽  
pp. 1268-1288
Author(s):  
Patricia Gómez Hernández ◽  
Carlos Monge López ◽  
Alba García Barrera
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Case Studies ◽  
Open University ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Current State ◽  
State Of Affairs ◽  
Great Knowledge

MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs', as such it provides a fitting commentary for the topic of ‘educational training design'.

MOOCs in Initial Teacher Training

2015 ◽  
pp. 222-249
Author(s):  
Carlos Monge López ◽  
Patricia Gomez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

What is Best for the Learner?

2015 ◽  
pp. 142-157 ◽  
Author(s):  
Carole A. Bagley ◽  
Janet Weisenford
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Learner Performance ◽  
Multiple Factors ◽  
On Line ◽  
Instruction And Learning

Massive Open Online Courses or MOOCs are increasing in use by universities, corporations and other organizations. The quality of instruction and learning is an ongoing topic of debate as to whether MOOCs are effective for learning. What is best for the learner is determined by multiple factors. This chapter looks at what is best for the learner and whether MOOCs are the answer. The authors examine each of the factors that impact what is best for the learner. Each of the factors (accessibility, cost to the learner, quality of instructional design, learner performance, and acquiring on-line collaboration methods and resources) are described and are followed by a discussion of the issues, controversies and problems associated with each factor. This chapter takes up the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

Deceptive Promises

2016 ◽  
pp. 691-701
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

scholarly journals CHALLENGES FACED BY UNDERGRADUATE STUDENTS IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (66) ◽  
pp. 15346-15358
Author(s):  
Bhadab Hembram
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Descriptive Statistics ◽  
Classroom Teaching ◽  
Significant Difference ◽  
Traditional Classroom Teaching ◽  
Girl Students ◽  
Academic Year

Nowadays the education system has dramatically changed from traditional classroom teaching to remote online teaching due to this COVID-19 crisis. This study aimed to estimate the challenges in Online Learning among undergraduate l students studying in various Aided colleges during this lockdown period due to the COVID-19 crisis. The study was conducted by employing a questionnaire prepared using 'Google form'. An aggregate of 136 undergraduate students participated in this survey. For hypotheses testing both descriptive statistics such as 'Mean, SD' and inferential statistics such as t – test' were employed. Analysis showed that there is no significant difference between Problems faced by UG students in terms of gender, place of living, and academic year. The study confirms that girl students have more than boy students in the online learning process.

scholarly journals The evolution of online education for sports coaches: A tennis perspective

2016 ◽  
Vol 24 (68) ◽  
pp. 31-33
Author(s):  
Richard Sackey-Addo ◽  
Javier Pérez Camarero
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Coach Education ◽  
The Future ◽  
Learning Platforms ◽  
Sports Coaches ◽  
Education Courses

This article looks at how modern coach education has progressed with the development of more resources and online learning platforms dedicated to informal and distance-learning based courses for coaches and what the effects of this means for the future of coach education courses for coaches and tutors.

scholarly journals Consideration on Online Education in Romania

2014 ◽  
Vol 25 ◽  
pp. 59-65 ◽  
Author(s):  
Janusz Grabara ◽  
Petre Bosun
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Scoring System ◽  
The Other ◽  
Learning Platform ◽  
Reduced Costs ◽  
Online Access ◽  
The One ◽  
Conventional Systems

Using the online learning platform provides a dynamic training program at substantially reduced costs compared with the conventional systems. They ensure the development of a scalable products, secure online access to thousands of students even for distance learning, offering them the books available online, multimedia support, etc.. Outside the curriculum it was developed a flexible verification and scoring system, uploading projects, maintaining a permanent online contact between students on the one side and between students and lecturers on the other side. In the online lessons there may be audio or video links between students and lecturer, when the session administrator believes that certain aspects need to be developed in this way. Ensuring for a convenient program of resources access may allow students to structure better the learning period.

Impact of Online Learning in K-12

2018 ◽  
pp. 357-375
Author(s):  
Jerri Ward-Jackson ◽  
Chien Yu
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Distance Learning ◽  
Online Education ◽  
Learning Outcomes ◽  
Success Rates ◽  
Learning Capabilities ◽  
Online Distance Learning ◽  
Online Distance ◽  
K 12

Online learning capabilities in K-12 education have changed tremendously in the past years and are continually evolving in the traditional classrooms. The overall growth in the total number of high school students currently taking online distance learning courses as well as the importance of distance learning as a solution to educational challenges has increased the need to study more closely the factors that contribute to distance learning outcomes and success rates in K-12. Therefore, the challenge that emerges for educators, researchers, scholars, and advocates for students is to carefully and effectively join the growth and power of K-12 online learning for the benefit of the students involved. This chapter provides an overview of factors that contribute to learning outcomes and success rates for K-12 distance education. Some of the challenges, issues, and considerations affecting implementation of K-12 online education are discussed.

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