MOOCs and Multiple Learning Styles

2016 ◽  
pp. 30-46 ◽  
Author(s):  
Sandra Jiménez González ◽  
Ricardo Mendoza-González ◽  
Laura C. Rodriguez-Martinez ◽  
Mario A. Rodríguez-Díaz
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Online Courses ◽  
Current Model ◽  
Open Learning ◽  
The World ◽  
Massive Online Open Courses ◽  
Massive Number ◽  
Open Courses

Massive Online Open Courses are a recent trend in distance learning promoted by several prestigious universities. They have drastically changed the way we learn as well as how we teach. The main aim of MOOCs is to provide new opportunities to a massive number of learners to attend free online courses from anywhere all over the world. MOOCs provide open learning. It has been found that the current model of open learning suffers from some limitations, and one of these limitations is the lack of personalization. A way to provide personalization into open learning is through learning style theory. The learning style theory is considered and, specifically, the Felder and Silverman model is selected to identify the learning styles and provide the required adaptation.

A Multi-Criteria Decision Making Approach for Evaluation of MOOCs Platforms

2016 ◽  
pp. 510-537 ◽  
Author(s):  
Sunil Pratap Singh ◽  
Preetvanti Singh
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Distance Learning ◽  
Lifelong Learning ◽  
Multi Criteria Decision Making ◽  
The World ◽  
Massive Online Open Courses ◽  
Recent Trends ◽  
Open Courses ◽  
Education Courses

Technology and globalization have increased accessibility to higher education. In recent years, the concept of online or distance learning has expanded to a growing number of Massive Online Open Courses (MOOCs), i.e. enrolling in free higher education courses open for any Internet user. MOOCs are recent trends in distance learning promoted by several prestigious universities. This Chapter describes what MOOC is with review of the history, its characteristics, advantages, and different platforms for developing of MOOCs. The authors also discuss the multi-criteria nature of MOOCs and identify the parameters important for selecting a MOOC platform. It is hoped that MOOC will enhance accessibility, student engagement, and experiences for lifelong learning which will empower and inspire educators around the world and promote success in learning.

scholarly journals Identification and Learning Styles' Variation Factors for a Hybrid and Distance Learning Professional Training ODL-SPOC

2021 ◽  
Vol 16 (17) ◽  
pp. 89
Author(s):  
Mostafa Hamse ◽  
Said Lotfi ◽  
Mohammed Talbi
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Professional Training ◽  
Online Courses ◽  
Technical Problem ◽  
Improve Performance ◽  
Distance Training ◽  
Anova Test ◽  
Trainee Teachers

The objective of this study is to analyze the learning styles’ variation of Physical Education and Sports’(PES) trainee teachers in relation with demo-graphic factors, type of hybrid or distance training, and technopedagogical design envisaged for designing an Open Distance Learning based on Small Private Online Courses (ODL-SPOCs) device. We used the Learning Styles Question-naire (LSQ-Fa), an adapted and shortened version, as an instrument for measur-ing learning styles distributed to 65 trainee teachers in PES. We examined the ef-fect of these independent variables: sex, age, license’s type, work’s experience in PES or sport, training’s type, the content’s form of our ODL-SPOCs and in-structional tutoring needs and their interaction on variations in learning styles’ scores of PES trainee teachers at a threshold of p <0.05. The data is analyzed by ANOVA test by comparing the variables’ frequencies. The results revealed that trainee teachers aged 30 and over scored higher than those aged 20 to 24 and those aged 25 to 29 in these learning styles: reflectors, theorists and pragmatists. Thus, based on ANOVA test, we found that trainee teachers’ hybrid or distance training and their technical problem-solving needs have the most influence on learning style scores’ variation. Based on our results, we recommend to teachers who are SPOCs’ designer-tutors to identify and verify the learners’ learning styles variation in order to improve performance in open distance learning.

Developing an Online Learning Style Instrument

2011 ◽  
pp. 540-546
Author(s):  
E. Lea Witta ◽  
Chen-Yuan “Corey” Lee
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Learning Style ◽  
Interactive Video ◽  
Online Courses ◽  
Web Based ◽  
Certificate Programs ◽  
Graduate Degrees ◽  
The World ◽  
Learning Guide

Distance learning was begun in the 19th Century with correspondence education (Klesius, Homan, & Thompson, 1997). It has evolved from the correspondence delivery method, through radio methods, to today’s computer and interactive video and Internet techniques. With the explosive growth in the World Wide Web (WWW) in the early 1990s, an increasing number of courses have migrated to the Web—namely Web-based education or online education. In 2001, International WHERE + HOW (http://www.dlcoursefinder.com/US/index.htm) listed more than 55,000 online courses that are provided by higher educational institutions and training corporations. According to Peterson’s Distance Learning Guide (http://iiswinprd03.petersons.com/distancelearning/default.asp), about 3,600 degrees and certificate programs are available from universities all over the world. Many higher education institutions offer a wide variety of online courses and provide the opportunity for students to enroll in certain online courses as part of a degree. Other institutions offer complete undergraduate and graduate degrees through an online education program.

Game-Based Virtual-World Environments to Engage Lifelong Learners in Open Courseware for Open Learning

2013 ◽  
pp. 76-97 ◽  
Author(s):  
Wen-Hao David Huang ◽  
Jessica Li ◽  
Meng-Fen Grace Lin
Keyword(s):  
Learning System ◽  
Prototype System ◽  
User Engagement ◽  
Open Learning ◽  
Lifelong Learners ◽  
Engagement Strategies ◽  
The World ◽  
Global Movement ◽  
Virtual World Environments ◽  
Open Courses

The Open Educational Resource (OER) movement has reached its tipping point in recent years due to advancement of technologies. The OpenCourseWare (OCW) of MIT, for instance, has inspired higher education institutions around the world to deploy OCW systems that provide educational contents free of charge to lifelong learners. In Taiwan, the Opensource Opencourse Prototype System (OOPS; www.myoops.org) plays a significant role in enabling Chinese-speaking learners to benefit from this global movement. Although OOPS has attracted hundreds of thousands of users with open courses translated into Chinese, understanding who these users are and why they chose this particular venue to advance their informal and lifelong learning remains elusive. As a result, the OOPS and other compatible open courseware portals around the world are often challenged by issues related to user engagement that could ultimately determine the sustainability of any open courseware portals. From the perspective of learning system design, it is impossible to develop and deploy effective user engagement strategies without knowing who the users are and what drive them to use the open learning system. To address this issue, this chapter, informed by open courseware users’ feedback, proposes a game-based learning approach situated in virtual worlds to improve and sustain user engagement in open learning environments.

Interactive E-Learning

2011 ◽  
pp. 35-44
Author(s):  
Claude Ghaoui ◽  
W. A. Janvier
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Text Messaging ◽  
Memory Retention ◽  
Learning Tool ◽  
Neurolinguistic Programming ◽  
Interactive Interface ◽  
E Learning ◽  
Communication Preference

This paper introduces the concept of improving student memory retention using a distance learning tool by establishing the student’s communication preference and learning style before the student uses the module contents. It argues that incorporating a distance learning tool with an intelligent/interactive tutoring system using various components (psychometric tests, communication preference , learning styles, mapping learning/teaching styles, neurolinguistic programming language patterns, subliminal text messaging, motivational factors, novice/expert factor, student model, and the way we learn) combined in WISDeM to create a human-computer interactive interface distance learning tool does indeed enhance memory retention. The authors show that WISDeM’s initial evaluation indicates that a student’s retained knowledge has been improved from a mean average of 63.57% to 71.09% — moving the student from a B to an A.

scholarly journals Analisis Gaya Belajar Siswa melalui Media Pembelajaran Daring di Masa Pandemi Covid-19

2020 ◽  
Vol 4 (2) ◽  
pp. 211
Author(s):  
Abdul Khamid ◽  
Khabiburrokhman Khabiburrokhman ◽  
Yusuf Faisal Ali
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Social Life ◽  
Teaching And Learning ◽  
Visual Learning ◽  
Instructional Videos ◽  
Indonesian Government ◽  
The World ◽  
Home Educators

Covid-19 is a highly contagious virus and spreads very quickly throughout the world. This has a broad impact on all segments of social life, including education. Responding to this, the Indonesian government temporarily eliminates the teaching and learning process in schools and conducts learning from home. Educators are required to be able to provide instruction to students in accordance with this situation and condition faced. Therefore, it is important for teachers to understand the learning styles of their students as an orientation for determining appropriate learning media. This study explores the learning styles of students at Madrasah Aliyah Negeri 1 Semarang and discovers the most suitable learning media in accordance with the students’ learning styles. The results showed that visual learning style was the most preferred so instructional videos were found as the most appropriate teaching media.

scholarly journals Learning Styles And The Online Classroom: Implications For Business Students

2008 ◽  
Vol 5 (10) ◽  
Author(s):  
Michael Nastanski ◽  
Thomas Slick
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Course Design ◽  
Business Students ◽  
The United States ◽  
Grade Point ◽  
Significant Difference ◽  
Online Business ◽  
Learning Style Preference

This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when they are sorted by learning style preference. Subjects in the study were 344 online business students from a southeastern university in the United States. Examination of the quantitative data indicated a significant difference existed for Diverger Style Preference learners compared to the Assimilator, Accommodator and Converger learning styles.  They had a lower Mean Grade Point (GP) earned.  The study revealed approximately one out of five (20%) of the respondents had a Diverger Learning Style Preference. Respondents with this learning style preference appear to be somewhat less likely to be successful in a distance learning environment. A Chi Square calculation showed no significant difference existed among learning styles for those dropping a course although one group (Accomodators) had approximately twice the drop rate of the others. This paper and corresponding study offers university administrators who seek to maintain quality instruction evidence and suggestions for addressing 20 percent of their online population who may be at risk of not obtaining content mastery.  This includes implications for DL course design and pedagogy.

scholarly journals College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles

2011 ◽  
Vol 8 (12) ◽  
pp. 35-42 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Online Instruction ◽  
Student Attitudes ◽  
Learning Style Inventory ◽  
Attitudes Toward Learning ◽  
Process And Outcome ◽  
Students Attitudes

This study uses the Learning-Style Inventory LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on many learning process and outcome indicators across learning styles. However, students who learn from concrete experience and reflective experimentation/observation didnt appreciate the flexible class schedule, need instant questions and feedback, and expect more leniency from the instructor.

scholarly journals Learning Design Decisions in Massive Open Online Courses (MOOC) Applied to Higher Education in Civil-Engineering Topics

2020 ◽  
Vol 12 (20) ◽  
pp. 8430
Author(s):  
Eva Gómez-Llanos ◽  
Pablo Durán-Barroso
Keyword(s):  
Higher Education ◽  
Civil Engineering ◽  
Online Courses ◽  
University Education ◽  
Teaching Methodology ◽  
Design Decisions ◽  
Massive Online Open Courses ◽  
Development Goals ◽  
Open Courses ◽  
The Relationship

Sustainable Development Goals (SDGs) reflect the relationship among social, economic, and environmental aspects of society. Massive online open courses (MOOCs) represent an opportunity to promote lifelong learning (SDG 4), complementing university education or providing knowledge to society free and openly. The objective of this work is to analyze experiences in one MOOC about wastewater treatment applied to higher education in civil engineering (SDG 6). The proposed educational methodology and the achieved participation results are studied. The MOOC had three editions and was hosted on the Miríadax platform. Data about sociodemographic characteristics, initial motivation, and satisfaction level were collected from questionnaires. The results highlighted the importance of design decisions to obtain a high completion rate: defining a target audience, without prejudice to the course’s open character, where the prior knowledge of students is crucial. The teaching methodology is based on autonomous and progressive learning, with short and direct master classes, social support, with the motivation of students to continue their training with opening complementary topics in the forums, following up on their doubts, and their combination with social networks.

scholarly journals PENDAMPINGAN MASSIVE OPEN ONLINE COURSE (MOOC) DAN MEETING ONLINE PLATFORMS DALAM UPAYA MENINGKATKAN KOMPETENSI GURU MERDEKA BELAJAR DI SMA NEGERI SUBOH

2021 ◽  
Vol 1 (3) ◽  
pp. 216-220
Author(s):  
Pudjo Suharso ◽  
Sukidin Sukidin ◽  
Mukhamad Zulianto
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Sudden Change ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Online Platforms ◽  
Massive Online Open Courses ◽  
Service Activity ◽  
Open Courses

This community service activity (PKM) was carried out to assist in the situation experienced by Suboh State High School/SMK teachers against the sudden change in learning modes due to the Covid-19 pandemic. This activity, carried out in online training, explains how to design engaging online learning using MOOCs (Massive Online Open Courses) and Meeting Online Platforms technology. The online seminar is held using the Zoom platform within 180 minutes. The presentation of material on designing engaging online learning with Massive Open Online Courses (MOOCs) and Meeting Online Platforms is divided into three main parts, namely 1) introduction to Meeting Online Platforms for online learning, 2) introduction to Massive Open Online Courses (MOOCs) for learning online, and 3) Massive Open Online Courses (MOOCs) and Meeting Online Platforms. In general, this PKM activity provides an introduction and understanding of online learning design with technology that teachers of SMA/SMK Negeri Suboh can use to improve information technology skills

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