Using Recommendation Systems in MOOC

2018 ◽  
pp. 176-190 ◽  
Author(s):  
Youssef Jdidou ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Recommendation System ◽  
Online Courses ◽  
Education Level ◽  
Massive Open Online Courses ◽  
Learning Goals ◽  
Distance Learn ◽  
Massive Online Open Course ◽  
Educational Delivery ◽  
The Web

Massive Open Online Courses (MOOC) is a model of educational delivery that is, to varying degrees, massive, with theoretically no limit to enrollment; open, allowing anyone to participate, usually at no cost; online, with learning activities typically taking place over the web; and a course, structured around a set of learning goals in a defined area of study. The MOOCs (Massive Online Open Course) are online courses, which are mainly for higher education level. These courses present an interesting evolution in the distance learn methods. The MOOCs do not replace the current universities, but they can be an innovative proposal to the curriculum. In this chapter, the authors present the algorithm they are creating. The main purpose of this algorithm is to create automatic mechanisms as the recommendation system to give such assistance and personalized guidance to students. They will also discuss the integration of this algorithm in MOOCMAROC which is a MOOC platform powred by Open edX.

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

scholarly journals A Survey On MOOC Providers For Higher Education

2013 ◽  
Vol 7 (1) ◽  
pp. 962-967 ◽  
Author(s):  
Dr. P Malliga
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Online Learning ◽  
Online Courses ◽  
Participatory Culture ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Online Platforms ◽  
The World ◽  
The Web

Online learning has evolved over the years, becoming increasingly accessible and gaining credibility as a learning medium. Universities are reshaping education on the Web by means of Massive Open Online Courses (MOOC). The learners can access educational content anytime, from anyplace and participatory culture using social networks seems to be the biggest advantage that MOOC has brought to the world of education especially in the higher education arena. MOOC has rapidly developed from a small section of specialist courses to millions of registered users on major online platforms offering hundreds of courses. As MOOC expands, attrition and accreditation is a problem. Though MOOC is expanding very fast, the literature on MOOC research is limited. This paper presents a survey on MOOC providers which aims to capture the state of MOOC, how they evolved and to identify issues and challenges that are important for MOOC providers.

scholarly journals Massive Open Online Courses (MOOCs): Data on higher education

Data in Brief ◽  
2019 ◽  
Vol 22 ◽  
pp. 118-125 ◽  
Author(s):  
Waleed Al-Rahmi ◽  
Ahmed Aldraiweesh ◽  
Noraffandy Yahaya ◽  
Yusri Bin Kamin ◽  
Akram M. Zeki
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals MASSIVE OPEN ONLINE -COURSES IN THE FIELD OF HIGHER EDUCATION

2018 ◽  
Vol 61 (05) ◽  
pp. 21-25
Author(s):  
Nurgul Dhoranovna Ghoranova ◽  
◽  
Gauhar Sarsenbaevna Borankulova ◽  
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

2020 ◽  
Vol 22 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Lecture Hall ◽  
Development Projects ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Professional Networks ◽  
Traditional Teaching Methods

AbstractThe conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

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.”

Teacher, Students, and MOOCs

2018 ◽  
pp. 1623-1648
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Elementary Teacher Education ◽  
Future Teachers ◽  
Teacher Students ◽  
Service Training ◽  
Education Degree ◽  
Teachers Attitudes

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

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