Learning without Boundaries MOOCs in Malaysia

2016 ◽  
pp. 177-190
Author(s):  
Rachel Thomas Tharmabalan
Keyword(s):  
Public Universities ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Mainstream Media ◽  
Design And Implementation ◽  
Life Long Learning ◽  
The World ◽  
E Learning ◽  
Entire World

Massive Open Online Courses (MOOCs) have been the focus of mainstream media which promises to change the entire world education and create a meaningful impact for all. This book chapter reports on the design and implementation of Malaysian MOOC. Malaysia is the first country in the world to implement the MOOCs initiative for public universities. This new platform of learning is also in line with the National Higher Education Strategic Plan that includes life-long learning, e-Learning, internationalization, and knowledge transfer.

Massive Open Online Courses (MOOCs), Features and Platforms

2018 ◽  
pp. 83-99
Author(s):  
Abhishek Kumar ◽  
Shweta Nishad Brahmbhatt
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Current State ◽  
The World ◽  
E Learning ◽  
Definition Of

This chapter aims to provide an up-to-date snapshot of the current state of application called MOOCs, which are one of the subset of e-Learning. MOOCs (Massive Open Online Courses) provide a new way of learning, which is open, participatory, distributed and lifelong. Various premier universities of the world are now offering courses in the form of MOOCs. The MHRD, Government of India has also started a MOOCs platform called SWAYAM. This chapter covers the definition of MOOCs, its features and different MOOC platforms being used for e-learning i.e. edX, Coursera, SWAYAM, Udacity.

A Comparative Study on Various Vocabulary Knowledge Scales for Predicting Vocabulary Pre-Knowledge

2017 ◽  
Vol 15 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Di Zou ◽  
Haoran Xie ◽  
Yanghui Rao ◽  
Tak-Lam Wong ◽  
Fu Lee Wang ◽  
...  
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Vocabulary Knowledge ◽  
Massive Open Online Courses ◽  
Learning Resources ◽  
Massive Open Online ◽  
The World ◽  
History Of ◽  
E Learning ◽  
Knowledge Levels

The world has encountered and witnessed the great popularity of various emerging e-learning resources such as massive open online courses (MOOCs), textbooks and videos with the development of the big data era. It is critical to understand the characteristics of users to assist them to find desired and relevant learning resources in such a large volume of resources. For example, understanding the pre-knowledge on vocabulary of learners is very prominent and useful for language learning systems. The language learning effectiveness can be significantly improved if the pre-knowledge levels of learners on vocabulary can be accurately predicted. In this research, the authors model the vocabulary of learners by extracting their history of learning documents and identify the suitable vocabulary knowledge scales (VKS) for pre-knowledge prediction. The experimental results on real participants verify that the optimal VKS and the proposed predicting model are powerful and effective.

Utilization of MOOCs Platform for E-Learning Environment in Higher Education

2018 ◽  
pp. 117-131 ◽  
Author(s):  
Abdus Samim
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
E Learning

This chapter is a study of the utilization of Massive Open Online Courses (MOOCs) for learning in the higher education, given by the top universities in the world. As we know, MOOC platforms are widely popular in the field of e-learning, in the dissemination of higher education all over the world. Such initiatives are essential for students or people who want to be involved in higher education without going to a university for the completion of degree courses. This study found that most of the top universities started MOOCs in 2012 and found that a 72.7% majority of universities offered diploma and certificate courses to people through MOOCs. It was also found that the eDX platform was used by all the selected universities in providing MOOCs.

scholarly journals The role of massive open online courses during the COVID-19 era

2020 ◽  
Vol 7 (3) ◽  
pp. 142-152
Author(s):  
Aayat Amin Aljarrah ◽  
Mustafa Abdel-Karim Ababneh ◽  
Nadire Cavus
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Online Courses ◽  
Virus Disease ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Advantages And Disadvantages ◽  
Depth Analysis ◽  
The World ◽  
E Learning

The process of developing education is a vital and important issue around the world as it is an issue that is inherited through time, and it is one of the most important challenges facing the world. Distance education is one of the means of developing education through which knowledge can be spread and which can help people to overcome obstacles of time and space. Recently, teaching and learning systems have become completely dependent on e-learning, especially during the corona virus disease (COVID-19) pandemic since the world has turned to electronic transactions in all areas, especially in education, and the most used technology includes the use of online training courses such as massive open online courses (MOOCs). It provides great support to the distance learning process as it can facilitate the learning process by diversifying its contents via media, such as text and video. In addition, MOOCs are the most popular and effective online courses. The aim of this paper is to provide an in-depth analysis of the definition, characteristics and patterns of MOOCs. Also, this paper discusses the specific advantages and disadvantages of taking up MOOCs along with the different challenges that MOOCs are facing. In addition, various suggestions will be given to make improvements that can help in making process enhancements to MOOCs. Finally, this paper presents the importance of MOOCs in the COVID-19 era. We hope this paper will help instructors to understand how MOOCs can be made more efficient, enable learners to become more organised and increase their understanding of MOOCs, and will help education development system specialists to find suitable solutions for problems that MOOCs are facing. Keywords: Massive open online courses, e-learning, online courses, distance education, COVID-19.

scholarly journals MOOCS As A Method Of Distance Education In The Arab World – A Review Paper

2015 ◽  
Vol 18 (1) ◽  
pp. 123-138 ◽  
Author(s):  
Raniah Samir Adham ◽  
Karsten Oster Lundqvist
Keyword(s):  
Online Learning ◽  
Review Paper ◽  
Online Courses ◽  
Arab World ◽  
Arab Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
The Status ◽  
Developed World

Abstract Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the main MOOCs platform in the Western and Arab worlds, and a timeline of the development of MOOCs. It will then observe the status of MOOCs in the developed world, opportunities in the Middle East, and the influence of Western MOOCs on the Arab world, from many perspectives, e.g. educational, religious, cultural and social.

scholarly journals Institutional Collaboration on MOOCs in Education—A Literature Review

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Anne-Mette Nortvig ◽  
René B Christiansen
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Passive Resistance ◽  
Institutional Collaboration ◽  
The Us ◽  
E Learning ◽  
The Common ◽  
Common Learning

<p class="3">This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.</p>

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

scholarly journals Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service

2017 ◽  
pp. 295-308 ◽  
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Alexandre Peixoto de Queirós
Keyword(s):  
Programming Languages ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Development Environment ◽  
Integrated Development ◽  
Course Content ◽  
Single Sign On ◽  
Design And Implementation ◽  
Architecture And Design ◽  
Learning Programming

This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

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