Instructional Design Studies Between 1975 and 2019

This study aimed to examine the bibliometric results (co-authorship, citation, co-occurrence, bibliographic coupling, and co-citation) of publications in the field of instructional design. The study includes the publications in the database of the Web of Science in the period between 1975 and 2019. It was found through co-authorship analysis that 9,344 authors who had written in the field of instructional design functioned as co-authors and had links. There were studies on an instructional design from 103 different countries. It was also found that keywords such as e-learning and online learning were frequently used and that the studies published in recent years prioritized the keywords of the massive open online courses, mobile learning, flipped classroom, gamification, and augmented reality. While the most published authors were F. Paas and J. van Merrienboer in the field, the author who was the most cited was J. Sweller.

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Auto Grouping and Peer Grading System in Massive Open Online Course (MOOC)

International Journal of Distance Education Technologies ◽

10.4018/ijdet.2015070102 ◽

2015 ◽

Vol 13 (3) ◽

pp. 25-43 ◽

Cited By ~ 5

Author(s):

Yi Chiou ◽

Timothy K. Shih

Keyword(s):

Flipped Classroom ◽

Online Courses ◽

Peer Assessment ◽

Massive Open Online Courses ◽

Online Course ◽

Massive Open Online ◽

Course Materials ◽

Massive Open Online Course ◽

Learning Platform ◽

E Learning

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.

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Design Model for Integrating Learning Activity Management System (LAMS), Massive Open Online Courses (MOOC) and Flipped Classroom in Taylor’s Integrated Moodle e-Learning System (TIMeS)

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings ◽

10.1007/978-981-287-399-6_35 ◽

2015 ◽

pp. 379-387 ◽

Cited By ~ 2

Author(s):

Seng Yue Wong ◽

Wee Jing Tee ◽

Pui Voon Lim

Keyword(s):

Management System ◽

Flipped Classroom ◽

Online Courses ◽

Learning System ◽

Massive Open Online Courses ◽

Design Model ◽

Learning Activity ◽

Massive Open Online ◽

Activity Management ◽

E Learning

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Massive Open Online Courses (MOOCs), Features and Platforms

Advances in Library and Information Science - Library and Information Science in the Age of MOOCs ◽

10.4018/978-1-5225-5146-1.ch005 ◽

2018 ◽

pp. 83-99

Author(s):

Abhishek Kumar ◽

Shweta Nishad Brahmbhatt

Keyword(s):

Online Courses ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Current State ◽

The World ◽

E Learning ◽

Definition Of

This chapter aims to provide an up-to-date snapshot of the current state of application called MOOCs, which are one of the subset of e-Learning. MOOCs (Massive Open Online Courses) provide a new way of learning, which is open, participatory, distributed and lifelong. Various premier universities of the world are now offering courses in the form of MOOCs. The MHRD, Government of India has also started a MOOCs platform called SWAYAM. This chapter covers the definition of MOOCs, its features and different MOOC platforms being used for e-learning i.e. edX, Coursera, SWAYAM, Udacity.

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Current Web Tools Focused on the Education

Dyslexia and Accessibility in the Modern Era - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-7998-4267-5.ch005 ◽

2021 ◽

pp. 69-86

Keyword(s):

Online Courses ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Web Tools ◽

Emerging Trends ◽

E Learning

This chapter covers the field of e-learning. The authors explain what e-learning is and what tools are currently available. The chapter will contain examples of said tools with information about whether the tools are useful for people with dyslexia. The MOOC (massive open online courses) is the most widely used and will be covered in detail. At the end of the chapter, the authors will also provide examples of emerging trends in the area of e-learning.

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The Technology Shift for MOOC-Based Libraries

Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries ◽

10.4018/978-1-7998-8051-6.ch041 ◽

2021 ◽

pp. 729-738

Author(s):

Triloki Pant ◽

Swati Pant

Keyword(s):

Higher Education ◽

Education System ◽

New Technologies ◽

Online Courses ◽

Educational Status ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Higher Education System ◽

Study Material ◽

E Learning

Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.

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Experience of e-learning implementation through massive open online courses

IOP Conference Series Materials Science and Engineering ◽

10.1088/1757-899x/122/1/012008 ◽

2016 ◽

Vol 122 ◽

pp. 012008 ◽

Cited By ~ 1

Author(s):

N V Ivleva ◽

E V Fibikh

Keyword(s):

Online Courses ◽

Massive Open Online Courses ◽

Massive Open Online ◽

E Learning

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A Comparative Study on Various Vocabulary Knowledge Scales for Predicting Vocabulary Pre-Knowledge

International Journal of Distance Education Technologies ◽

10.4018/ijdet.2017010105 ◽

2017 ◽

Vol 15 (1) ◽

pp. 69-81 ◽

Cited By ~ 7

Author(s):

Di Zou ◽

Haoran Xie ◽

Yanghui Rao ◽

Tak-Lam Wong ◽

Fu Lee Wang ◽

...

Keyword(s):

Language Learning ◽

Online Courses ◽

Vocabulary Knowledge ◽

Massive Open Online Courses ◽

Learning Resources ◽

Massive Open Online ◽

The World ◽

History Of ◽

E Learning ◽

Knowledge Levels

The world has encountered and witnessed the great popularity of various emerging e-learning resources such as massive open online courses (MOOCs), textbooks and videos with the development of the big data era. It is critical to understand the characteristics of users to assist them to find desired and relevant learning resources in such a large volume of resources. For example, understanding the pre-knowledge on vocabulary of learners is very prominent and useful for language learning systems. The language learning effectiveness can be significantly improved if the pre-knowledge levels of learners on vocabulary can be accurately predicted. In this research, the authors model the vocabulary of learners by extracting their history of learning documents and identify the suitable vocabulary knowledge scales (VKS) for pre-knowledge prediction. The experimental results on real participants verify that the optimal VKS and the proposed predicting model are powerful and effective.

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Understanding learner participation at scale: How and why

E-Learning and Digital Media ◽

10.1177/2042753019900963 ◽

2020 ◽

Vol 17 (3) ◽

pp. 236-252

Author(s):

Samaa Haniya ◽

Luc Paquette

Keyword(s):

Teaching And Learning ◽

Large Scale ◽

Online Courses ◽

Massive Open Online Courses ◽

Online Course ◽

Massive Open Online ◽

Learner Participation ◽

Massive Open Online Course ◽

Motivation For Learning ◽

E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

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