Mining Individual Learning Topics in Course Reviews Based on Author Topic Model

2017 ◽  
Vol 15 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Sanya Liu ◽  
Cheng Ni ◽  
Zhi Liu ◽  
Xian Peng ◽  
Hercy N.H. Cheng
Keyword(s):  
Topic Model ◽  
Online Courses ◽  
Rapid Development ◽  
Educational Data Mining ◽  
Online Reviews ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Analysis Technique ◽  
Learning Analysis

Nowadays, Massive Open Online Courses (MOOC) has obtained a rapid development and drawn much attention from the areas of learning analytics and artificial intelligence. There are lots of unstructured data being generated in online reviews area. The learning behavioral data become more and more diverse, and they prompt the emergence of big data in education. To mine useful information from these data, we need to use educational data mining and learning analysis technique to study the learning feelings and discussed topics among learners. This paper aims to mine and analyze topic information hidden in the unstructured reviews data in MOOC, a novel author topic model based on an unsupervised learning idea is proposed to extract learning topics for the each learner. According to the experimental results, we will analyze and focuses of interests of learners, which facilitates further personalized course recommendation and improve the quality of online courses.

scholarly journals Evaluation Grid for xMOOCs

2015 ◽  
Vol 10 (4) ◽  
pp. 40 ◽  
Author(s):  
Mohammad Khalil ◽  
Hubert Brunner ◽  
Martin Ebner
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Decision Makers ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online

Massive Open Online Courses, shortly MOOCs, are a phenomenon nowadays. The number of courses is worldwide steadily increasing since Sebastian Thrun has offered a free online course for more than 100.000 students. Nowadays, decision makers and students as well as lecturers are asking about the quality of such courses. After a live experiment on 15 randomly chosen courses and a brief literature review, we discuss the possibility of finding an evaluation grid for xMOOCs. The finally suggested criteria can be used now for future investigations.

scholarly journals Initial trends in enrolment and completion of massive open online courses

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Good Deal ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Factors Affecting ◽  
The Public ◽  
The Past ◽  
Course Length

<p>The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.</p>

scholarly journals Instructional quality of Massive Open Online Courses (MOOCs)

2015 ◽  
Vol 80 ◽  
pp. 77-83 ◽  
Author(s):  
Anoush Margaryan ◽  
Manuela Bianco ◽  
Allison Littlejohn
Keyword(s):  
Online Courses ◽  
Instructional Quality ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals RESEARCH ON THE DEVELOPMENT, INNOVATION AND LEARNING OF MOOC EDUCATION

2021 ◽  
Author(s):  
QIU-HU DENG
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Market Demand ◽  
Massive Open Online ◽  
Learning Society ◽  
Teaching Innovation ◽  
Quality Of Teaching ◽  
The World ◽  
Learning Projects

Since the birth of massive open online courses (MOOC) in 2011, MOOC has developed rapidly all over the world. MOOC platform has developed from providing courses to providing social recognized degree certificates for learners. There are many MOOC platforms at home and abroad. Many scholars believe that MOOC is a destructive innovation form of education. Many famous schools have launched MOOC projects. After years of development, the platforms launch course combinations to meet the needs of learners and provide certification according to the market demand. MOOC is conducive to promoting teaching innovation, promoting the sharing of high-quality resources, improving the quality of teaching, expanding education services, and building a lifelong learning society. Learners should start from their own interests, choose suitable learning projects, actively, consciously and diligently complete online learning, so that MOOC learning can be effective and applied.

What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Rong Luo ◽  
Zixuan Ye
Keyword(s):  
Language Learners ◽  
Online Courses ◽  
Quality Criteria ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Grounded Theory Method ◽  
Language Courses ◽  
Massive Number ◽  
Esl Learners

Abstract This paper focuses on quality assurance in language massive open online courses (LMOOCs). It is a qualitative study that adopts the grounded theory method and analyses evaluative comments on the quality of LMOOCs from learners’ perspectives. With the data collected from 1,000 evaluations from English as a second language (ESL) learners on China’s biggest MOOC platform “iCourse”, this study examines what has influenced learners’ perceptions of LMOOCs and identifies the specific quality criteria of five types of them, including ESL courses for speaking, reading, writing, cultural studies, and integrated skills. The results of the study will lay a foundation for the establishment of a quality criteria framework for LMOOCs and provide insights into design principles for effective online language courses tailored to the diverse needs of a massive number of language learners.

scholarly journals The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

2021 ◽  
Vol 30 (2) ◽  
pp. 3329-3341
Author(s):  
Tatiana Nikolaevna Bokova ◽  
Olga Aleksandrovna Kabanova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Rapid Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Educational Processes ◽  
Information And Communication ◽  
Effective Use

Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.

scholarly journals Grading versus Reliability: how Academia perspectives evaluation on MOOCs

2018 ◽  
Author(s):  
Ana S. Moura ◽  
M. Natália D.S. Cordeiro
Keyword(s):  
Online Courses ◽  
Student Evaluation ◽  
Student Assessment ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Final Grade ◽  
Academic Teaching ◽  
Education Courses ◽  
Usual Evaluation

Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding  MOOCs evaluation methodologies and their student assessment. 

scholarly journals MASSIVE OPEN ONLINE COURSES AS A MEANS OF BORDER GUARDS’ PROFESSIONAL COMPETENCE DEVELOPMENT

2020 ◽  
Vol 75 (1) ◽  
pp. 279-293
Author(s):  
Ольга Василівна Лемешко ◽  
Олена Володимирівна Янковець ◽  
Володимир Володимирович Лемешко ◽  
Андрій Володимирович Янковець ◽  
Ірина Олегівна Басараба
Keyword(s):  
Professional Competence ◽  
Online Courses ◽  
Rapid Development ◽  
Further Education ◽  
The State ◽  
Border Crossing ◽  
Massive Open Online Courses ◽  
Professional Competencies ◽  
Learning Technology ◽  
Massive Open Online

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a modern learning technology. This paper examines the issue of developing professional competencies in further training of border guards through MOOCs. Mobile learning, distance education, use of the information technologies have been differentiated. The preparation for life-long learning is especially important for border guards due to the rapid development of the information technology. Further education helps them counter threats to national security, conflicts and non-standard situations at the border crossing points, and new methods violators use to forge documents, to smuggle goods and to cross the state border. The use of MOOCs for advanced training in the State Border Guard Service of Ukraine has been analyzed. The purpose of the article is to analyze the application of MOOCs for developing professional competencies of border guards. Each MOOC is aimed at developing the Integral competence, General competencies and Professional (special) competencies of border guard officers. The ability to communicate in English is one of the special competencies of border guards, and it is essential for effective protection of the state border. The peculiarities of development of MOOC “Conducting the second line check at border crossing points” for training of border guards who serve in the border guard units and want to be promoted to higher positions have been investigated. The experiment was carried out at the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine and involved 276 border guards. The analysis of the results of the developed distance course testified its effectiveness. The generalization of feedback from the participants in this course also indicated an increase in the motivation of border guards to develop personal professional skills, especially for communication in a foreign language. The results of the study have been further discussed and the practical suggestions for MOOC developers have been outlined.

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