Use of MOOCs for Technology and Business Education

2021 ◽  
pp. 137-154
Author(s):  
William Philip Wall ◽  
Bilal Khalid
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Business Education ◽  
Online Courses ◽  
Higher Learning ◽  
Alternative Form ◽  
Access To Education ◽  
Wide Range ◽  
Participation In Higher Education

Over the past decade, massive open online courses (MOOCs) as a new idea have been a highly debatable topic in online education. MOOCs were created to provide unlimited and free participation in higher education and made available to a wide range of recipients from all the corners of the world. Many developing countries rely on this alternative form of learning, which is totally different from the conventional classrooms, to increase access to education and improve the quality of higher learning. This has made educationalists in many developing countries express more interest in looking into how MOOCs can fit in and be implemented. This chapter explores the use of MOOCs in technology and business education.

scholarly journals MOOCs: the New Educational Frontier of the 21st Century

2018 ◽  
Vol 10 (3) ◽  
pp. 103-124
Author(s):  
Elisabetta Calvo
Keyword(s):  
Developing Countries ◽  
Online Courses ◽  
Academic Culture ◽  
Value Added ◽  
Training System ◽  
Access To Education ◽  
Long Distance ◽  
Great Opportunity ◽  
Knowledge Based

Abstract Objective: Over and above being widespread in various sectors of the economy and fi-nance, the uncontrollable expansion of digital technology is also conquering areas reserved for education and training, going beyond the traditional models of demand / supply, frontal and long distance lectures. The article aims to analyse the phenomenon of MOOCs (Massive Open Online Courses) and how, together with new trends in the context of digital teaching, they can represent an incentive for universities to reflect on the changes that are taking place in educational policies and in academic culture, possibly re-evaluating their mission with the aim of improving the quality of content and learning experiences. Methodology: Through the study of various experiences and publications. Findings: Since their appearance, MOOCs have generated a huge interest in the field of higher education, establishing themselves more and more worldwide as an important online training system, aimed at a large number of users. Value Added: The MOOCs can represent valid support for training in companies and lastly they can represent a valid means of allowing access to education in developing countries. Recommendations: The article suggests how the development of MOOCs, through distance learning, flexible and open, is a great opportunity both for mature knowledge-based societies and for developing countries.

scholarly journals Factors Influencing Students’ Behavior and Attitude Towards Online Education during COVID-19

2021 ◽  
Vol 13 (13) ◽  
pp. 7469
Author(s):  
Gratiela Dana Boca
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Individual Characteristics ◽  
Online Assessment ◽  
Teaching Skills ◽  
Educational Activities ◽  
Online Platforms ◽  
Factors Influencing ◽  
The World

Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said that online education in a pandemic situation is beneficial for 78% of them. A total of 41.7% percent of students appreciated the teachers’ teaching skills and the quality of online courses since the beginning of the pandemic, and 18.7% percent of the students appreciated the additional online materials for study to support their education. However, students found online education stressful, but preferred online assessment for evaluation. This pandemic has led to the new stage of Education 4.0, online education, and the need to harmonize methods of education with the requirements of new generations.

scholarly journals Early Dropout Prediction in MOOCs through Supervised Learning and Hyperparameter Optimization

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1701
Author(s):  
Theodor Panagiotakopoulos ◽  
Sotiris Kotsiantis ◽  
Georgios Kostopoulos ◽  
Omiros Iatrellis ◽  
Achilles Kameas
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Early Stage ◽  
Activity Patterns ◽  
Daily Basis ◽  
Machine Learning Algorithms ◽  
Supervised Machine Learning ◽  
Educational Institutions ◽  
Student Dropout ◽  
Wide Range

Over recent years, massive open online courses (MOOCs) have gained increasing popularity in the field of online education. Students with different needs and learning specificities are able to attend a wide range of specialized online courses offered by universities and educational institutions. As a result, large amounts of data regarding students’ demographic characteristics, activity patterns, and learning performances are generated and stored in institutional repositories on a daily basis. Unfortunately, a key issue in MOOCs is low completion rates, which directly affect student success. Therefore, it is of utmost importance for educational institutions and faculty members to find more effective practices and reduce non-completer ratios. In this context, the main purpose of the present study is to employ a plethora of state-of-the-art supervised machine learning algorithms for predicting student dropout in a MOOC for smart city professionals at an early stage. The experimental results show that accuracy exceeds 96% based on data collected during the first week of the course, thus enabling effective intervention strategies and support actions.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

Role of MOOCs for Technology and Business Education

2021 ◽  
pp. 102-121
Author(s):  
Saneem Fatima
Keyword(s):  
Online Education ◽  
Business Education ◽  
Online Courses ◽  
Analytical Skills ◽  
Challenges And Opportunities ◽  
World Economic ◽  
Youth Population ◽  
The Government ◽  
Teaching Learning ◽  
New Education

Education with the help of technology is deliberated as an encouraging development and means of transforming the teaching-learning model. The significant changes in use of the technology in online education has seen the emergence of the concept of massive open online courses (MOOCs). India has the world's largest youth population of about 500 million in the age bracket of 5-24 years. According to the statistics offered by Deloitte, 69% of jobs will be impacted by automation and analytical skills. Critical thinking and emotional intelligence will have a higher demand as against reading and writing by 2022. The World Economic Forum's ‘Future of Jobs 2018' report states that more than one-half of India's workforce will have to be reskilled by 2022. There is a need to make the Indian educational system globally more relevant and competitive. In this context, this chapter attempts to bring out the various aspects related to the challenges and opportunities through usage of MOOCs in technology and business education, especially in the context of the new education policy of the Government of India in 2020.

scholarly journals Extraction of Student Interaction Data from an Open edX Platform

2021 ◽  
Vol 20 (38) ◽  
pp. 87-98
Author(s):  
Daniel Jaramillo-Morillo ◽  
Mario Solarte ◽  
Gustavo Ramírez-González
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Online Courses ◽  
Student Interaction ◽  
Massive Open Online Courses ◽  
Interaction Data ◽  
Access To Education ◽  
Huge Number ◽  
Massive Open Online ◽  
Java Code

The Massive Open Online Courses (MOOC) are courses available to the general public without restrictions that are offered to hundreds or thousands of students and in recent years have been presented as a revolution in online education. They are presented as an alternative to the great demand in higher education for the characteristic of being open and massive because they allow access to education to a huge number of students. They have become an ideal environment for data collection and through the application of learning analytics techniques they have allowed a better understanding of how students learn. However, access to the data from thecurrent open-source MOOC platforms is limited and often difficult to collect and process. This paper presents a proposal for collecting and processing the data from students’ interaction with the Open edX platform through Scripts and a Collector based on Java code. 

scholarly journals Ensuring Online Learning Quality: Perspectives from the State University of New York

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristyn Muller ◽  
Kim A Scalzo ◽  
Alexandra M Pickett ◽  
Lisa Dubuc ◽  
Lawrence Dugan ◽  
...  
Keyword(s):  
New York ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
The State ◽  
State University ◽  
Institutional Perspective ◽  
Online Programs ◽  
Quality Scorecard

As online learning continues to grow within higher education, it is important for colleges and universities to ensure that they are delivering quality online courses and programs. This paper will discuss the evaluation and assessment of online learning from an institutional perspective. Open SUNY, the system-wide office of online education that supports and services the State University of New York (SUNY), has developed a process using the Online Learning Consortium’s (OLC) Quality Scorecard for the Administration of Online Programs to help SUNY campuses examine and improve the quality of online learning. The first half of this paper will describe the development of that tool and the implementation of the Open SUNY Institutional Readiness Process. The second half of this paper will explain the OLC Quality Scorecard standards for the Evaluation & Assessment section and provide examples of best practices from four different SUNY community colleges.

Internationalization market and higher education field: institutional perspectives

2019 ◽  
Vol 34 (2) ◽  
pp. 315-334 ◽  
Author(s):  
Nizar Mohammad Alsharari
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Quantitative Research ◽  
Swot Analysis ◽  
Local Population ◽  
Quality Of Education ◽  
Content Type ◽  
Policy And Strategy ◽  
Wide Range

Purpose The purpose of this paper is to explore the internationalization market of higher education (HE) globally and HE field. It examines the internationalization status of HE in Jordan as influenced by institutional perspectives as an example from developing countries. Design/methodology/approach This paper adopts a quantitative research design that includes a statistical and SWOT analysis of HE in Jordan. Data were collected from different courses: documents and archival records, websites analysis, surveys, interviews with professors and administrators, and an SWOT analysis as well as TOWS matrix. The latter has been constructed as a picture of internationalized education in the Jordan that can be used as a basis for decision making and strategies for higher education institutions (HEIs). Findings The study findings reveal that it is important for Jordan to endorse itself as an “education hub” in the Middle East and to educate its community to the level of skills required by globalization. The challenges of internationalizing HE are revealed by the SWOT analysis and TOWS matrix that highlight a wide range of opportunities and strengths that encourages the Jordan HE system to accelerate internationalization. The opportunities include overall improvement in the quality of education, the diffusion of technology and creating a globally competent workforce. The internationalization status in Jordan HE is still in its embryonic stage. The HE should take serious steps toward the internationalization including admission of international students, foreign postgraduate students, international accreditation, global ranking, online education and smart education. These steps will help the universities leaders to improve their universities position internationally and financially. Research limitations/implications The findings reveal implications for HE policy and strategy in the development of internationalized HE in the Jordan. The study shows how SWOT analysis and TOWS matrix can provide a solid platform against which particular case studies can be measured in terms of opportunities for and challenges of development. It also provides institutional perspectives with practical implications, focusing on some of the critical issues in this developing field for HE policy and strategy alike. A major threat to the Jordan progress in developing its HE sector identified in this study is external accreditation being seen as a signal of high quality, when more realistic standards are perhaps more relevant to the local population. Originality/value The paper is one of the very few studies in the area of the internationalization of HE in the Jordan that can contribute to the sustainability of the international dimension of HEIs. The opportunities and threats recognized in this paper can inform strategy for more balanced development of the Jordan’s internationalized HE, and for raising the quality of education overall.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE IT SPECIALISTS IN INSTITUTIONS OF HIGHER EDUCATION

2019 ◽  
Vol 4 (56) ◽  
pp. 40-42
Author(s):  
A. Hafiiak ◽  
O. Shefer ◽  
E. Borodina ◽  
S. Alyoshin
Keyword(s):  
Online Education ◽  
High Speed ◽  
Information Technologies ◽  
Professional Competence ◽  
Educational Television ◽  
Educational Environment ◽  
Remote Access ◽  
Access To Education ◽  
Definition Of

The paper considers modern information technologies, which are the basis of the process of informatization of education. The process of improving the quality of training specialists in the context of developing a system of general and vocational education is researched. The author analyzes the definition of informational educational environment. It is substantiated that online education is a factor in increasing the level of access to education and has certain advantages over traditional types of knowledge, providing flexibility through remote access to resources. Modern European educational initiatives are analyzed, informatization of education envisages development of informational and educational environment, essential role in creation of which is educational television. It is determined that today in the field of development of the information and telecommunication environment the main channels of data transmission, owned both by the state and non - state structures, which provide high - speed exchange of large flows of information between regions, are developing.

Web and Education as Disruptors of Traditional Education and Development of Future Students and Workers

2020 ◽  
pp. 170-192
Author(s):  
Marie-Line Germain
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Traditional Education ◽  
Educational Institutions ◽  
Digital Platforms ◽  
Disruptive Technologies ◽  
Wide Range ◽  
Education And Development ◽  
The Web

Over the past 30 years, the internet has evolved from being the web of content to being the web of thoughts and the web of things in business, communication, entertainment, and education. To stay competitive, higher education institutions have had to train students on the wide range of skills and experiences and to move to digital platforms to better meet the needs of students, employees, and organizations. This chapter provides an overview of the development of online education, the 1.0 to 5.0 phases of web development, and how the field of education has adapted to these phases. Particular emphasis is placed on the use of mobile learning such as MOOCs, course collaboration software, and how smartphones can be used in courses to interact with peers and faculty. This chapter then presents a case study illustrating how online courses can successfully integrate Web 4.0 and 5.0 technology. It concludes by discussing the benefits and challenges of adopting some disruptive technologies and on how educational institutions can meet the needs of the next generation of students.

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