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.'

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.'

Deceptive Promises

2015 ◽  
pp. 158-167 ◽  
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.'

MOOCs in Initial Teacher Training

2016 ◽  
pp. 702-727
Author(s):  
Carlos Monge López ◽  
Patricia Gómez 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.”

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

scholarly journals Reflection in Learning

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Bo Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Online Learning Environment ◽  
Depth Of Knowledge ◽  
Content Analysis Method ◽  
Different Types ◽  
Structural Connections ◽  
The Impact ◽  
Analyze Data

This study explored the impact of reflection on learning in an online learning environment. Twenty-five students from four online courses participated in this research project. Reflection was purposefully designed and embedded in various assignments. Data were mainly collected from interviews and students’ different types of reflections. The inductive content analysis method was employed to analyze data. Five themes were generalized in terms of how reflection impacts learning: Increasing the depth of knowledge, identifying the areas which are missing or deficient, personalizing and contextualizing knowledge, providing comparative references in learning, and helping learners build structural connections in knowledge and social connections among learners. This study provides foundational ideas for designing reflective activities to promote students’ learning in an online learning environment.

Social Presence in an Online Learning Environment

2010 ◽  
pp. 656-673 ◽  
Author(s):  
Susan J. Crim ◽  
Thomas G. Reio
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Social Presence ◽  
Online Courses ◽  
Educational Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Research ◽  
The Relationship

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.

Redefining the Classroom

2018 ◽  
pp. 693-708
Author(s):  
Shikha Gupta ◽  
Sheetal Taneja ◽  
Naveen Kumar
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Conclusive Evidence ◽  
Training Design ◽  
Educational Training ◽  
Higher Education System ◽  
Education Practice ◽  
Meta Analyses ◽  
Start Ups ◽  
The Impact

The printing technology revolutionized the dissemination of knowledge at a pace never conceived of earlier. In recent times, radio and television brought education within the reach of masses. More recently, the multimedia technology, and Internet have revolutionized the delivery of education. Top universities of the world have collaborated to develop massive open online courses (MOOCs) that are made available to public either free of charge or at a nominal cost. Mainly supported by start-ups such as Coursera, Udacity, and EdX, MOOCs are mostly created by universities in United States and Europe. This essay reviews the impact of these changes on higher education using available reports, articles, and meta-analyses. Although there is no conclusive evidence of the impact of MOOCs, there is a strong possibility of MOOCs leaving a lasting mark on the traditional higher education system. This chapter falls within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

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