Behind the Online Course

2022 ◽  
pp. 129-144
Author(s):  
Luis Antonio Orozco ◽  
Erli Margarita Marin-Aranguren ◽  
Roberta F Favaro ◽  
Gina Alejandra Caicedo ◽  
Heidy Johanna Ramírez
Keyword(s):  
High Pressure ◽  
Psychological Contract ◽  
Online Courses ◽  
Digital Technologies ◽  
Online Course ◽  
Ministry Of Education ◽  
Bargaining Process ◽  
Reputational Risk ◽  
Knowledge Based ◽  
New Knowledge

Higher education institutions' success in providing online courses at the beginning of the pandemic depends not only on their infrastructure and organizational units for virtual education but also on diverse teams composed of professors specialized in pedagogy, researchers, and professionals in digital technologies for education. The authors describe their experiences in the bargaining process, tensions, ways to solve controversies, the management of time and resources, pitfalls, problems, correct guess, and hits to create new knowledge-based products for the Colombian National Ministry of Education (MEN in Spanish acronyms) platform's “Colombia Aprende” within a high pressure against time and the reputational risk of failing in the pandemic chaos. Results show that the psychological contract theory explains the capacity to compromise to overcome several difficulties such as an extra load of work, and the knowledge creation theory provides a helpful model to understand how the team innovated.

scholarly journals ASSIMILATION OF ICT IN PEDAGOGY: THE NEW KNOWLEDGE-BASED GLOBAL SOCIETY

2018 ◽  
pp. 5-10
Author(s):  
Sonal Thareja
Keyword(s):  
Cognitive Skills ◽  
Digital Technologies ◽  
Educational Material ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Technological Changes ◽  
Knowledge Based ◽  
Curriculum Structure ◽  
New Knowledge ◽  
E Learning

We are living in a digital eon. The education structure and practice to a great extent is opinionated by the exceedingly rapid technological changes. The amalgam form of learning integrates both traditional learning and e-learning, which is technically known as blended learning (BL). ICT- based educational environment is more conducive to learning than a traditional learning. The integration of ICT has far reaching consequences for the teacher’s role and curriculum structure. The learners play a reflexive role in traditional classroom but digital technologies enable the learners to access educational material over the teacher and they can dynamically and unaccompanied make right use of their cognitive skills.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Geocartographic thinking in modern science

2020 ◽  
Vol 961 (7) ◽  
pp. 27-36
Author(s):  
A.K. Cherkashin
Keyword(s):  
Differential Geometry ◽  
Fiber Bundle ◽  
Modern Science ◽  
The State ◽  
Theory Of Knowledge ◽  
Knowledge Map ◽  
Knowledge Based ◽  
Geographical Environment ◽  
New Knowledge ◽  
Thematic Layer

The purpose of the study is to show how the features of geocartographic way of thinking are manifested in the meta-theory of knowledge based on mathematical formalisms. General cartographic concepts and regularities are considered in the view of metatheoretic analysis using cognitive procedures of fiber bundle from differential geometry. On levels of metainformation generalization, the geocartographic metatheoretic approach to the study of reality is higher than the system-theoretical one. It regulates the type of equations, models, and methods of each intertheory expressed in its own system terms. There is a balance between the state of any system and its geographical environment; therefore the observed phenomena are only explained theoretically in a metatheoretic projection on the corresponding system-thematic layer of the knowledge map. Metatheoretic research enables passing from the systematization of already known patterns to the formation of new knowledge through the scientific stratification of reality. General methods of metatheoretic analysis are mathematically distinguished

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

Education

2018 ◽  
Author(s):  
José van
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Big Five ◽  
Common Good ◽  
Business Models ◽  
Learning Processes ◽  
Online Course ◽  
Publicly Funded ◽  
Knowledge Based ◽  
Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

scholarly journals Using Digital Twin Technology in Engineering Education – Course Concept to Explore Benefits and Barriers

2020 ◽  
Vol 10 (1) ◽  
pp. 377-385 ◽  
Author(s):  
Antti Liljaniemi ◽  
Heikki Paavilainen
Keyword(s):  
Engineering Education ◽  
Industry 4.0 ◽  
Digital Technologies ◽  
Digital Twin ◽  
New Knowledge

AbstractDigital Twin (DT) technology is an essential technology related to the Industry 4.0. In engineering education, it is important that the curricula are kept up-to-date. By adopting new digital technologies, such as DT, we can provide new knowledge for students, teachers, and companies. The main aim of this research was to create a course concept to research benefits and barriers of DT technology in engineering education. The research confirmed earlier findings concerning digitalization in engineering education. DT technology can increase motivation for studying and improve learning when applied correctly.

scholarly journals Understanding Student Engagement in Large-Scale Open Online Courses: A Machine Learning Facilitated Analysis of Student’s Reflections in 18 Highly Rated MOOCs

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Khe Foon Hew ◽  
Chen Qiao ◽  
Ying Tang
Keyword(s):  
Machine Learning ◽  
Large Scale ◽  
Online Courses ◽  
Subject Area ◽  
Online Course ◽  
Valuable Insight ◽  
Course Quality ◽  
Learning Classifier ◽  
Quality Rating ◽  
Open Courses

Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study offers a new original contribution by using a machine learning classifier to analyze 24,612 reflective sentences posted by 5,884 students, who participated in one or more of 18 highly rated MOOCs. Highly rated MOOCs were sampled because they exemplify good practices or teaching strategies. We selected highly rated MOOCs from Coursetalk, an open user-driven aggregator and discovery website that allows students to search and review various MOOCs. We defined a highly rated MOOC as a free online course that received an overall five-star course quality rating, and received at least 50 reviews from different learners within a specific subject area. We described six specific themes found across the entire data corpus: (a) structure and pace, (b) video, (c) instructor, (d) content and resources, (e) interaction and support, and (f) assignment and assessment. The findings of this study provide valuable insight into factors that students find engaging in large-scale open online courses.

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

Rough Set Theory Application in Online Course Satisfaction

2011 ◽  
Vol 271-273 ◽  
pp. 1239-1242
Author(s):  
Shao Jun Chen
Keyword(s):  
Set Theory ◽  
Rough Set ◽  
Rough Set Theory ◽  
Online Courses ◽  
Educational Environment ◽  
Course Satisfaction ◽  
Online Course ◽  
High Quality ◽  
Proposed Model ◽  
Theory Application

The most important issue for online courses is to provide learners with high quality satisfacion. In order to resolve the question and evaluating course satisfaction , rough set theory is proposed in this article, by which we reduce 10 attributes to 5 and get the index of value assessment.As a result, teachers can make an adjustment to achieve better effect in teaching by taking advantage of the method.The proposed model can be applied to not only a network environment but also remote educational environment.

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