Innovative Learning and Education Practices in European Universities

2021 ◽  
pp. 63-90
Author(s):  
Marcos Komodromos
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Digital Technologies ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Electronic Learning ◽  
Practical Applications ◽  
European Universities ◽  
Innovative Learning ◽  
Flipped Classrooms

In the dynamic world that is associated with unpredictable informatization and globalization, it is indispensable for education to be sustainable and continuously evolve to facilitate in fulfilling the learners' needs in the current digital technologies and knowledge era. In this chapter, the author discussed how innovative learning and education practices for modern pedagogy have been developed in the European universities system. Specifically, the author provides a delineation of the attributes, pedagogy, ideology, ethical dimensions, and practical applications of innovative learning education practices. In the chapter, the author identified the different practices such as massive open online courses (MOOCs), blended learning, and flipped classrooms that have been applied at different European universities. Thus, the information discussed in this chapter is relevant to university educators and electronic learning practitioners.

scholarly journals Intellectualization of professional and pedagogical activity based on the integration of pedagogical and digital technologies

2020 ◽  
pp. 83-92
Author(s):  
Natalia P. Goncharuk ◽  
Evgeniya I. Khromova
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Open Educational Resources ◽  
Massive Open Online Courses ◽  
Learning Technology ◽  
Massive Open Online

The article is dedicated to the issues of intellectualization of professional and pedagogical activity with the main purpose of continuously development of teachers’ competencies in the field of using digital technologies in the educational process, transformation of the teachers’ activities in accordance with the capabilities of modern information and communication technologies and the digital educational environment. The article highlights the potential of massive open online courses and open educational resources that contribute to the development of ways to effectively use Internet technologies in education. The article points out the role of the pedagogical technologies’ integration with the latest digital technologies in updating and developing the competencies of teachers. The article describes how to use online courses in the educational process, scenarios for integrating online courses into the educational process, technologies for placing educational materials, interaction tools in an electronic informational and educational environment. The article focuses on blended learning technology as a means of implementing an integrated learning model using Internet resources. The article highlights the main characteristics of blended learning technology allowing the use of modern methods and tools of online learning, combining the advantages of educational and digital technologies. Particular attention is paid to the “MOOC discipline support” model which uses massive open online courses as additional material. The article describes variants of methodological support for the process of implementing an online course, Internet services for organizing academic work and networking.

scholarly journals Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Riana Mardina
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

The Merchants of MOOCs

2018 ◽  
Author(s):  
James Grimmelmann
Keyword(s):  
Higher Education ◽  
19Th Century ◽  
Economies Of Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Flipped Classrooms ◽  
Dot Com ◽  
Correspondence Courses

44 Seton Hall Law Review 1035 (2014)A loose network of educators, entrepreneurs, and investors are promoting Massive Open Online Courses as an innovation that will radicaly disrupt higher education. These Merchants of MOOCs see MOOCs' novel features -- star professors, flipped classrooms, economies of scale, unbundling, and openness -- as the key to dramatically improving higher education while reducing its cost.But MOOCs are far from unprecedented. There is very little in them that has not been tried before, from 19th-century correspondence courses to Fathom, Columbia's $25 million dot-com boondoggle. Claims of disruption look rather different when this missing context is restored. This essay examines some common arguments about what gives MOOCs their value, and finds them wanting. There is a sharp division between the features that make MOOCs exciting for education and the features that make them financially appealing to the Merchants of MOOCs.

scholarly journals Delivering WASH education at scale: evidence from a global MOOC series

2021 ◽  
pp. 095624782098775
Author(s):  
Fabian Suter ◽  
Christoph Lüthi
Keyword(s):  
Latin America ◽  
Blended Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Interactive Learning Environments ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Sanitation And Hygiene

The water, sanitation and hygiene (WASH) sector is facing a shortfall of several million appropriately skilled professionals. Massive open online courses (MOOCs) can play a crucial role in addressing this. This paper presents the case study of the MOOC series “Sanitation, Water and Solid Waste for Development”, which has reached over 120,000 learners within six years. It has attracted mainly well-educated, employed learners, under 34 years old, from Asia, Latin America and Africa. Underrepresentation of female learners remains a challenge. While MOOCs have proven excellent for delivering WASH education at scale, some alternative formats (e.g. blended learning, small private online courses) allow more collaborative, interactive learning environments. Three practical examples from Nigeria, Indonesia and Mozambique indicate the potential for synergies among MOOCs and further learning formats. With the global shift towards digital learning due to the COVID-19 pandemic, MOOCs have gained further traction.

scholarly journals Introduction to Online Learning issue 21:2

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Peter J. Shea
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Qualitative Approaches ◽  
Leadership Perspectives

In this issue of Online Learning we present 11 articles researching administrative and leadership perspectives, blended learning, faculty issues, Massive Open Online Courses (MOOCs), and student issues, pedagogy, and support.   These papers advance our understanding of online learning with insights from both national and international investigators using quantitative and qualitative approaches to inquiry.

scholarly journals Integration of massive open online courses into the educational process of the university as a factor in the personalization of history education

2020 ◽  
Author(s):  
G. Mozhaeva ◽  
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Academic Discipline ◽  
History Education ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Behavior ◽  
Massive Open Online ◽  
The University

In this article, three models of integration of massive open online courses (MOOCs) into the educational process are considered. They allow providing web support for training, implementing blended learning and completely replacing the academic discipline with an online course. The potential of MOOCs for individual learning paths is analyzed. They allow taking into account the peculiarities of students' learning behavior and the focus on achieving educational results. The necessary for MOOC integration conditions are described.

scholarly journals ANALYSIS OF MASSIVE OPEN ONLINE COURSES UTILIZATION IN EDUCATIONAL PROCESS OF A UNIVERSITY BASED ON SPECIALITY «PRE-SCHOOL EDUCATION»

2020 ◽  
pp. 136-146
Author(s):  
Tetiana Terletska
Keyword(s):  
Online Courses ◽  
Educational Process ◽  
School Education ◽  
Massive Open Online Courses ◽  
Teaching Staff ◽  
Massive Open Online ◽  
Practical Utilization ◽  
Electronic Learning ◽  
Professional Activities ◽  
Advantages And Disadvantages

The article deals with the question of massive open online courses utilization in educational process of higher education institutions; the background for the courses implementation is analysed, advantages and disadvantages of their utilization to provide distant component of educational process are estimated. In the framework of the research on peculiarities of MOOCs implementation in electronic learning courses in Borys Grinchenko Kyiv University a survey was hold for students of the specialty “Pre-school education” of the second (Master’s) level, where 50 respondents, who completed massive open online courses during their study, took part. According to the result of the survey it was defined that the majority of the students (from 68% to 78% depending on the course) were completely satisfied with the format of study and consider it one of the ways for their professional development in the future. The article describes the difficulties faced by the students in the process of work with MOOCs; possible ways to overcome them were defined. Accordance of possibilities provided with massive open online courses with the requests of modern students to the ways of extracurricular learning implementation was analysed. Positive aspects of the courses utilization as a part of electronic learning courses were highlighted including motivational factor about completing corresponding MOOCs. In addition, the question of readiness of academics to use massive open online courses in their professional activities was taken into consideration. Lecturers of Borys Grinchenko Kyiv University were surveyed; the results showed that only 30% of teaching staff had previous experience of using MOOCs in educational process, however, around 80% of respondents are interested in further study and practical utilization of such resources.

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