The MOOCs

University Of Pennsylvania ◽

Massive Open Online ◽

Social Media Platforms ◽

Institute Of Technology ◽

Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch102 ◽

2016 ◽

pp. 2105-2125 ◽

Author(s):

John F. LeCounte ◽

Detra Johnson

Keyword(s):

Social Media ◽

Online Courses ◽

Low Cost ◽

University Of Pennsylvania ◽

Massive Open Online ◽

Social Media Platforms ◽

Institute Of Technology ◽

Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

An Analysis of Course Characteristics, Learner Characteristics, and Certification Rates in MITx MOOCs

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v21i3.4698 ◽

2020 ◽

Vol 21 (3) ◽

Author(s):

Berkan Celik ◽

Kursat Cagiltay ◽

Nergiz Ercil Cagiltay

Keyword(s):

Online Courses ◽

Low Cost ◽

Educational Institutions ◽

Learner Characteristics ◽

Course Content ◽

Course Characteristics ◽

Institute Of Technology ◽

Content Design

Massive Open Online Courses (MOOCs), capable of providing free (or low cost) courses for millions of learners anytime and anywhere, have gained the attention of researchers, educational institutions, and learners worldwide. Even though they provide several benefits, there are still some criticisms of MOOCs. For instance, MOOCs’ high dropout rates or predominantly elite participation are considered to be important problems. In order to develop solutions for these problems, a deeper understanding of MOOCs is required. Today, despite the availability of several research studies about MOOCs, there is a shortage of in-depth research on course characteristics, learner characteristics, and predictors of certification rates. This study examined MOOC and learner characteristics in detail and explored the predictors of course certification rates based on data from 122 Massachusetts Institute of Technology MOOCs (MITx) on edX platform as well as data about the 2.8 million participants registered in these MOOCs. The results indicated that as the number of courses offered and the number of learners enrolled increased in years, there was a decrease in the certification rates among enrolled learners. According to our results, the number of average chapters completed, total forum messages, and mean age predicted course certification rates positively. On the other hand, the total number of chapters in a course predicted the course certification rates negatively. Based on these results, shorter and more interactive MOOCs are recommended by considering the needs of the learners, course content design, and strategies encouraging the enrolled students to enter the courses.

Massive Open Online Course

10.36253/978-88-6453-894-5 ◽

2019 ◽

Author(s):

Fabio Silari

Keyword(s):

Online Courses ◽

Online Course ◽

Massachusetts Institute ◽

Massive Open Online ◽

Massive Open Online Course ◽

Institute Of Technology

La cosiddetta ‘rivoluzione digitale’ e le trasformazioni economiche e sociali degli ultimi decenni hanno coinvolto anche la formazione universitaria, imponendo un adeguamento di alcuni aspetti della didattica tradizionale in presenza, ma anche l’avvio di vari progetti di didattica online. Un aspetto recente di questo processo, avviato da istituzioni universitarie nordamericane, come ad esempio Stanford, Harvard e Massachusetts Institute of Technology, è rappresentato dall’offerta a livello mondiale dei Massive Open Online Courses (MOOCs), che non hanno limiti nel numero dei partecipanti e non prevedono l’iscrizione vincolante e onerosa. Lo studio esamina, utilizzando la letteratura internazionale sull’argomento, le origini e l’evoluzione di questo nuovo sistema di fare didattica universitaria.

Survey of Vulnerabilities and Mitigation Techniques for Mooc-Based Applications

International Journal of Secure Software Engineering ◽

10.4018/ijsse.2016100101 ◽

2016 ◽

Vol 7 (4) ◽

pp. 1-18 ◽

Author(s):

Hossain Shahriar ◽

Hisham M. Haddad ◽

David Lebron ◽

Rubana Lupu

Keyword(s):

Open Source Software ◽

Exploratory Study ◽

Online Courses ◽

Software Security ◽

Low Cost ◽

Massive Open Online ◽

Security Vulnerabilities ◽

Cloud Environments ◽

Mitigation Techniques

Massive Open Online Courses (MOOCs) are commonly hosted as web servers for learners worldwide to access education and learning materials at low cost. Many of the well-known MOOCs have adopted open source software and database technologies and frequently operate within cloud environments. It is likely that the well-known software security vulnerabilities may manifest to MOOC-based applications. Unfortunately, few studies have identified a set of common vulnerabilities applicable to MOOC-based applications. This paper1 presents an exploratory study of potential security vulnerabilities and challenges for MOOC platforms, and it provide some guidelines and suggestions to mitigate these concerns. This study helps practitioners (educators and developers) to adopt MOOC applications while considering potential vulnerabilities and be prepared to deal with these risks.

Tweeting Continuing Education

International Journal of Strategic Decision Sciences ◽

10.4018/ijsds.2018010106 ◽

2018 ◽

Vol 9 (1) ◽

pp. 79-101

Author(s):

Ritanjali Panigrahi ◽

Praveen Ranjan Srivastava

Keyword(s):

Social Media ◽

Continuing Education ◽

Online Courses ◽

Classroom Teaching ◽

Massive Open Online ◽

Twitter Data ◽

Social Media Tools ◽

The Government ◽

Conventional Classroom

The rapid growth of technology has transformed education from conventional classroom teaching to learner centred, flexible learning anytime anywhere resulting in the popularity of Massive Open Online Courses (MOOCs). It is evident that many MOOCs have adopted social media tools to engage their learners through information sharing, participation, and collaboration to create and consume information. In addition to this, social media is the best place to understand crowd sentiments considering the massive amount of data being generated. This study through text mining of MOOC providers related Twitter data discovers the sentiments of users towards MOOCs, association rules, and the engagement of MOOC providers in Twitter. This article also analyses the traits of the influencers in seven MOOC providers and discovers that the influencers are popular users with higher numbers of followers count. The implications are discussed for MOOC industry, academic institutions, and the government.

Open Courses, Informal, Social Learning and Mobile Photography

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2016100102 ◽

2016 ◽

Vol 8 (4) ◽

pp. 17-33 ◽

Author(s):

Mark McGuire

Keyword(s):

Social Media ◽

Online Courses ◽

Massive Open Online ◽

Mobile Media ◽

Connected Learning ◽

Creative Commons ◽

Open Courses ◽

Personal Interests ◽

The Way

This paper provides an overview of MOOCs (Massive Open Online Courses) and contextualizes them within the broader trends of open, informal and mobile learning. It then discuss Phonar Nation, a free, open, non-credit five-week photography course that was offered twice in 2014 using mobile media to reach youth from 12-18 years of age. The author argues that Phonar Nation highlights several related developments that are leading to positive innovations in education. Firstly, it is not only open access but also uses and produces Creative Commons-licensed content that is open to be shared. Secondly, it is collaborative in the way that it is taught and in the way that participants are encouraged to engage with one another through social media sites. Thirdly, Phonar Nation exemplifies an approach that advocates call “Connected Learning”, which is socially embedded, driven by personal interests, and oriented to further educational and economic opportunities.

An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga

Sustainability ◽

10.3390/su11246910 ◽

2019 ◽

Vol 11 (24) ◽

pp. 6910 ◽

Cited By ~ 3

Author(s):

Julio Ruiz-Palmero ◽

Daniel López-Álvarez ◽

Enrique Sánchez-Rivas ◽

José Sánchez-Rodríguez

Keyword(s):

Social Media ◽

Subject Matter ◽

Online Courses ◽

Massive Open Online ◽

Men And Women ◽

Level Of Satisfaction ◽

The Subject ◽

High Level ◽

The University

The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by the students who completed the courses. The number of men and women as a whole is similar, although significant differences can be observed depending on the subject matter of the courses, which is also the case with the age of the students. The data revealed that 80% have university studies and 60% were working. The students in the sample learned about MOOCs mainly from other people (friends, social media, etc.) and showed a high level of satisfaction with them. It is significant that 99.4% would take another MOOC or that 97.9% would recommend it to a friend, colleague, or family member.

Peer Assessment Dataset

Journal of Learning Analytics ◽

10.18608/jla.2016.32.18 ◽

2016 ◽

Vol 3 (2) ◽

pp. 322-324 ◽

Author(s):

Andrii Vozniuk ◽

Adrian Holzer ◽

Denis Gillet

Keyword(s):

Social Media ◽

University Students ◽

Online Courses ◽

Peer Assessment ◽

Master's Level ◽

Massive Open Online ◽

Supporting Tool

Peer assessment is seen as a powerful supporting tool to achieve scalability in the evaluation of complex assignments in large courses, possibly virtual ones, as in the context of massive open online courses (MOOCs). However, the adoption of peer assessment is slow due in part to the lack of ready-to-use systems. Furthermore, the validity of peer assessment is still under discussion. In this paper, in order to tackle some of these issues, we present a dataset containing assessment of student submissions by peer students and by instructors during our Social Media course with 60 master's level university students. The dataset allows to train and test algorithms predicting grades of instructors based on grades of peer students.

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

10.20944/preprints201909.0211.v1 ◽

2019 ◽

Author(s):

Laila Mohebi ◽

Marcelo F. Ponce

Keyword(s):

Discourse Analysis ◽

Literature Review ◽

Online Courses ◽

Low Cost ◽

Completion Rates ◽

Massive Open Online ◽

Brick And Mortar ◽

Key Aspects

This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.