Flipping the Classroom to Gain Time

Flipped Classroom ◽

Online Courses ◽

Open Educational Resources ◽

Online Course ◽

Master Model ◽

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Flipping the Classroom to Gain Time

Journal of Cases on Information Technology ◽

10.4018/jcit.2016100103 ◽

2016 ◽

Vol 18 (4) ◽

pp. 36-52 ◽

Cited By ~ 1

Author(s):

Paula Peres ◽

Anabela Mesquita

Keyword(s):

Best Practices ◽

Flipped Classroom ◽

Online Courses ◽

Open Educational Resources ◽

Online Course ◽

Master Model ◽

METHODOLOGY OF MOOC CREATION ON WIKI-PORTAL

OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY ◽

10.28925/2414-0325.2018.4.5260 ◽

2018 ◽

pp. 52-60 ◽

Cited By ~ 1

Author(s):

Nataliia Morze ◽

Liliia Varchenko-Trotsenko ◽

Anastasiia Tiutiunnyk ◽

◽

...

Keyword(s):

Online Courses ◽

Modern Society ◽

Online Course ◽

Global Changes ◽

Global Context ◽

Technical Developments ◽

Current Trends ◽

Information And Communication

The use of information and communication technologies contributes to the development and reorganization of the information environment of modern society, in particular, the educational sphere. The modern education system is in a stage of global changes worldwide, it focuses on the all-round development of the person, prepares for life in open information space, provides training during the life, formation of tolerant worldview. There is an interaction of various social, economic and technical developments in education in a global context. Open education plays an important role in the authorization to education for everybody and in overcoming the difficulties created by constantly changing circumstances in education. Therefore many modern types of research are focused on the identification of features of the use of mass open online courses (MOOC). It is one of the current trends in the field of open distance learning. This article investigates the most important questions concerning MOOC. The international experience of courses development and training at the MOOC platforms have been analyzed. Wiki-portal which allows creating an open online course, participation in which can be accepted by a large number of users was chosen among various platforms for the creation of mass open online courses by Borys Grinchenko Kyiv University.

Maintaining Quality Online: Piloting an Online Language Course for Immigrants in Finland

Languages ◽

10.3390/languages4020025 ◽

2019 ◽

Vol 4 (2) ◽

pp. 25

Author(s):

Karttunen ◽

Juusola

Keyword(s):

Teaching And Learning ◽

Course Design ◽

Online Courses ◽

Quality Criteria ◽

Online Course ◽

Educational Discourse ◽

Preparatory Program ◽

Information And Communication

Finland’s educational system has aroused the interest of educational researchers worldwide. Teaching and learning with information and communication technologies (ICT) is one of the major methodologies in the present Finnish educational discourse. Feedback and assessment are questions of course design in online learning. This paper discusses and illustrates how to plan an online course for a higher education preparatory program in Finland by using digital methods with a focus on maintaining quality in the processes of feedback and evaluation. This paper also introduces and reflects recently published quality criteria that are recommended to be used in the design of online courses.

The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18052552 ◽

2021 ◽

Vol 18 (5) ◽

pp. 2552 ◽

Cited By ~ 1

Author(s):

Julio Cabero-Almenara ◽

Julio Barroso-Osuna ◽

Juan-Jesús Gutiérrez-Castillo ◽

Antonio Palacios-Rodríguez

Keyword(s):

Health Sciences ◽

Teaching Skills ◽

Digital Competence ◽

Digital Resources ◽

Teaching Competence ◽

The Impact ◽

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Ensuring Research Integrity and the Ethical Management of Data - Advances in Information Quality and Management ◽

Ethical Information and Communication Technologies for Development Solutions

10.4018/978-1-5225-2730-5.ch009 ◽

2018 ◽

pp. 155-173 ◽

Cited By ~ 5

Author(s):

Leilani Goosen

Keyword(s):

Research Methodology ◽

Online Courses ◽

Research Integrity ◽

Massive Open Online Courses ◽

Responsible Conduct Of Research ◽

Massive Open Online ◽

Responsible Conduct ◽

Information And Communication

The purpose of this chapter is firstly to build on the existing literature in the field of research methodology, especially as applicable in the emerging areas of information and communication technologies for development (ICT4D) and massive open online courses (MOOCs). This chapter is further aimed at enabling readers to understand why ethics is important in research relating to ICT4D and MOOCs, as well as identifying other elements critical to the responsible conduct of research in the areas of ICT4D and MOOCs. The chapter specifically discusses research integrity in the context of a MOOC entitled Ethical Information and Communication Technologies for Development Solutions.

Collaborative Partnerships and the Application of ICTs in Secondary Education in South Africa

Handbook of Research on Electronic Collaboration and Organizational Synergy ◽

10.4018/978-1-60566-106-3.ch008 ◽

2011 ◽

pp. 103-129

Author(s):

Chijioke J. Evoh

Keyword(s):

South Africa ◽

Secondary Education ◽

Collaborative Partnerships ◽

Enabling Factors ◽

Secondary Schooling ◽

Collection Methods

The purpose of this study is to examine the dynamics of collaborative partnership involving the private sector, government, and community groups in the application of information and communication technologies (ICTs) for expanding access to and improving the quality of secondary education in South Africa. Based on the operations and projects of Mindset Learn channel in secondary schools in South Africa, the study explores the enabling factors for the innovative improvement of secondary schooling with ICTs. On the other hand, the study also focused on the challenges facing Mindset Learn innovative approach to secondary education as well as the prospects of the sustaining this model of educational development in South Africa and other countries in Africa. Qualitative data collection methods were used to gather data from key informants.

Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v1i2.19 ◽

2001 ◽

Vol 1 (2) ◽

Cited By ~ 5

Author(s):

Alan Davis

Keyword(s):

Distance Education ◽

Online Courses ◽

Online Delivery ◽

Online Distance Education ◽

Online Distance ◽

Undergraduate Programs ◽

The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

Harnessing information and communication technologies for effective knowledge creation

Journal of Enterprise Information Management ◽

10.1108/jeim-10-2016-0173 ◽

2017 ◽

Vol 30 (5) ◽

pp. 831-855 ◽

Cited By ~ 6

Author(s):

Vikas Gupta ◽

Namita Jain

Keyword(s):

Customer Service ◽

Online Courses ◽

Content Type ◽

The Future ◽

Brick And Mortar ◽

Technological Developments ◽

Future Of Education

Purpose Education is subject to the same pressures as a business, it has to spur innovation, improve customer service and achieve operational excellence. Education is expected to solve intricate problems that heralded the twenty-first century. Niche areas emerged in education that need further study and research. The authors postulate such demands may be met by information and communication technologies (ICTs) that opened up the avenue for innovation and experimentation in education. One such innovation is online learning and massive open online courses (MOOCs) that represent immense opportunities in education. With their advent, even the permanent relevance of physical classrooms has been questioned. The purpose of this paper is to answer to all these questions and attempts to fill gaps in the understanding of the future of education. Design/methodology/approach The paper came into being after a review of literature pertaining to the changing ecosystem of education and an analysis of newer platforms like MOOCs. The paper surveyed books, scholarly articles, reports, conference proceedings and online databases in the area of education and related technological developments. Findings The existence of MOOCs in the education landscape cannot be ignored. This is proven by the fact that MOOC enrollment surpassed 35 million users in 2015. MOOCs were considered a popular concept in the developed world to start with. But, today MOOCs are being offered by universities in developing nations too. As the number of participant countries increases, MOOCs in vernacular languages are being developed to overcome the language barrier. The paper found that the online model cannot replace the brick and mortar model completely. Rather, it will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. In the future, students will have the advantage of a blended classroom where the best of online and offline models converge into an optimal experience. Research limitations/implications As the theme of the paper is new and the educational landscape continues to evolve, it is very difficult to determine the pace of transformation of education. However, the authors have tried to suggest a conceptual framework for the future in education, subject to empirical validation. Practical implications This paper helps us understand that we are in a rapidly evolving scenario where innovations have the potential to disrupt the existing model. Such disruptions can have behavioral, economical and social ramifications. A better understanding of such alterations will help academicians equip themselves for evolving classrooms and the changing nature of their jobs. The new ICT enabled ecosystem will also try to overcome issues related to the quality of education and knowledge dissemination. Originality/value The present paper is a comprehensive study of the opportunities and challenges posed by emerging classrooms.

SPOC y formación del profesorado: aproximación bibliométrica y pedagógica en Scopus y Web of Science

Revista Electrónica Interuniversitaria de Formación del Profesorado ◽

10.6018/reifop.413541 ◽

2020 ◽

Vol 23 (2) ◽

Author(s):

Ernesto Colomo Magaña ◽

Enrique Sánchez Rivas ◽

José María Fernández Lacorte ◽

Juan Manuel Trujillo Torres

Keyword(s):

Social Sciences ◽

Web Of Science ◽

Online Courses ◽

Scientific Production ◽

Digital Competence ◽

E Learning ◽

Competencia Digital

La enseñanza online, vinculada a la incorporación de las tecnologías de la información y la comunicación al ámbito educativo, han supuesto una revolución para los procesos formativos. En este sentido, los small private online courses (SPOC) se convierten en un recurso con el que poder diseñar acciones formativas para el profesorado. Este estudio, mediante un análisis pedagógico y bibliométrico, pretende conocer las características de los SPOC como recurso formativo y la evolución de su producción científica en las bases de datos Scopus y Web of Science. Los resultados reflejan un aumento significativo de la producción científica en los últimos años, destacando el interés creado en las instituciones universitarias y en las áreas de ciencias de la computación y ciencias sociales. Entre los motivos pedagógicos, encontramos la amplia oferta académica, la personalización del proceso formativo o la mejora de la competencia digital al formarse mediante SPOC. En definitiva, el crecimiento de los SPOC está relacionado con las ventajas que aportan sus características didácticas en un contexto educativo en el que las tecnologías juegan un papel clave, por lo que se convierte en un recurso de interés para la formación de los docentes. E-learning, linked to the incorporation of information and communication technologies in education, has been a revolution for training processes. In this sense, the small private online courses (SPOC) become a resource with which to design training actions for teachers. This study, through a pedagogical and bibliometric analysis, aims to know the characteristics of SPOCs as a training resource and the evolution of its scientific production in the Scopus and Web of Science databases. The results reflect a significant increase in scientific production in recent years, highlighting the interest created in university institutions and in the areas of computer science and social sciences. Among the pedagogical reasons, we find the wide academic offer, the personalization of the training process or the improvement of the digital competence when being formed through SPOC. In short, the growth of SPOCs is related to the advantages that their didactic characteristics bring in an educational context in which technologies play a key role, so it becomes a resource of interest for teacher training.

Prácticas universitarias innovadoras sobre las ventajas educativas y desventajas de los entornos MOOC

Revista de Educación a Distancia (RED) ◽

10.6018/red.422141 ◽

2021 ◽

Vol 21 (66) ◽

Author(s):

Esteban Vázquez-Cano ◽

Eloy López-Meneses ◽

José Gómez-Galán ◽

María Elena Parra-González

Keyword(s):

Main Idea ◽

Advantages And Disadvantages ◽

Education Environment ◽

Massive Online Open Courses ◽

Open Courses ◽

Las tecnologías de la información y la comunicación han revolucionado el mundo tal como lo conocíamos antes de su uso y aplicabilidad a la vida diaria. Este uso también se ha trasladado al campo educativo y ha transformado la forma en que se aprende y se enseña hoy. En medio de este panorama, los cursos abiertos masivos en línea emergen como una oportunidad disponible para que todos puedan aprender, lo que ha causado muchos cambios en el campo educativo. Este estudio se presenta como una investigación sobre prácticas universitarias innovadoras para analizar las ventajas y desventajas de estos MOOC en el entorno de la educación superior. Entre las principales ventajas analizadas, destacamos su gratuidad, el establecimiento de redes de colaboración y la flexibilidad horaria, mientras que entre las desventajas podemos destacar el abandono, que algunos cursos no están adaptados o disponibles para dispositivos fáciles o falta de seguimiento. La idea principal es que una vez que se conocen las ventajas y desventajas de los MOOC, se debe alentar a los primeros, dados los grandes beneficios que conllevan para la educación; y, a su vez, tratar de resolver las desventajas que se han visto que conducen al uso de MOOC, a fin de promover la efectividad de su uso. Information and communication technologies have revolutionized the world as we knew it before its use and applicability to daily life. This use has also moved to the educational field and has transformed the way it is learned and taught today. In the midst of this panorama, Massive Online Open Courses emerge as an opportunity available for everyone to learn, which has caused many changes in the educational field. This study is presented as an investigation into innovative university practices to analyze the advantages and disadvantages of these MOOCs in the Higher Education environment. Among the main advantages analyzed, we highlight its gratuity, the establishment of collaboration networks and time flexibility, while among the disadvantages we can highlight the abandonment, that some courses are not adapted or available for easy devices or lack of follow-up. The main idea is that once the advantages and disadvantages of MOOCs are known, the former should be encouraged, given the great benefits they entail for education; and in turn try to solve the disadvantages that have been seen that lead to the use of MOOCs, in order to promote the effectiveness of their use.