scholarly journals Personalized Online Learning

2021 ◽  
Vol 16 (6) ◽  
pp. 1-15
Author(s):  
Benmedakhene Nadira ◽  
Derdour Makhlouf ◽  
Mohamed Amroune
Keyword(s):  
Online Courses ◽  
Dropout Rate ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Learning Needs ◽  
Massive Open Online ◽  
Learning Path ◽  
Common Problems ◽  
Term Data

The success of MOOC (massive open online courses) is rapidly increasing. Most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning. However, many limitations, such as learners' diversity, lack of motivation, affected learners' outcomes, which unfortunately raised the dropout rate. Thus, multiple solutions were afforded on MOOC platforms to tackle these common problems. This paper suggests a model outline of a customizable system Context-Driven Massive Open Online Courses that could be implemented in any learning environment, and that goes hand in hand with learners' context to boost their motivation towards learning, and to help identify their learning needs. The paper introduces CD-MOOC following a learner-based approach by employing two types of users' data; long-term and short-term data assembled form learners' online traces when interacting on the platform. The data help users design their own learning path based on their context and preferences.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

scholarly journals The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Katharine Jewitt
Keyword(s):  
New Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Traditional Teaching Methods ◽  
Cautionary Tales ◽  
Enhanced Learning

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.  

scholarly journals A Bayesian CNN-LSTM Model for Sentiment Analysis in Massive Open Online Courses MOOCs

2021 ◽  
Vol 16 (23) ◽  
pp. 216-232
Author(s):  
Khaoula Mrhar ◽  
Lamia Benhiba ◽  
Samir Bourekkache ◽  
Mounia Abik
Keyword(s):  
Sentiment Analysis ◽  
Online Courses ◽  
Dropout Rate ◽  
Massive Open Online Courses ◽  
Dropping Out ◽  
Bayesian Neural Network ◽  
Massive Open Online ◽  
Collaborative Tools ◽  
Novel Approach ◽  
Analysis Task

Massive Open Online Courses (MOOCs) are increasingly used by learn-ers to acquire knowledge and develop new skills. MOOCs provide a trove of data that can be leveraged to better assist learners, including behavioral data from built-in collaborative tools such as discussion boards and course wikis. Data tracing social interactions among learners are especially inter-esting as their analyses help improve MOOCs’ effectiveness. We particular-ly perform sentiment analysis on such data to predict learners at risk of dropping out, measure the success of the MOOC, and personalize the MOOC according to a learner’s behavior and detected emotions. In this pa-per, we propose a novel approach to sentiment analysis that combines the advantages of the deep learning architectures CNN and LSTM. To avoid highly uncertain predictions, we utilize a Bayesian neural network (BNN) model to quantify uncertainty within the sentiment analysis task. Our em-pirical results indicate that: 1) The Bayesian CNN-LSTM model provides interesting performance compared to other models (CNN-LSTM, CNN, LSTM) in terms of accuracy, precision, recall, and F1-Score; and 2) there is a high correlation between the sentiment in forum posts and the dropout rate in MOOCs.

scholarly journals The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses

2020 ◽  
Vol 15 (01) ◽  
pp. 88 ◽  
Author(s):  
Pradorn Sureephong ◽  
Winai Dahlan ◽  
Suepphong Chernbumroong ◽  
Yootthapong Tongpaeng
Keyword(s):  
Online Courses ◽  
Positive Impact ◽  
Employee Performance ◽  
Online Training ◽  
Employee Motivation ◽  
Dropout Rate ◽  
Massive Open Online Courses ◽  
Science Center ◽  
Massive Open Online ◽  
Monetary Rewards

A challenge for organizations is to increase employee performance and motivation, since the most crucial asset of every organization is manpower. Many companies and factories have started implementing online training platforms under the concept of “Massive Open Online Courses (MOOCs)” in their workplace to foster employee performance. Previously, the mobile application called “HSC MOOC” which is provided by the Halal Science Center, Chulalongkorn Univer-sity, Thailand functioned as a solution that encourages self-learning on online platforms at companies in Thailand. However, the main barrier or risk that occurs when implementing an online platform is the user’s motivation, since the dropout rate is considered as a serious issue regarding MOOCs. Thus, incentive and re-ward were added to online training programs which aimed to motivate employees. Many types of rewards were provided for employees who had met their own company’s expectations. Recently, psychology research papers have illustrated that non-monetary rewards seem to provide greater results on the side of employee’s motivation. However, not all types of non-monetary rewards provide positive impact on employee’s motivation. Therefore, the aim of this research is to present the effect of different non-monetary rewards on employee performance. Ninety volunteer employees from a food manufacturing company in Chiang Mai, Thailand participated in this research. The experiment was divided into two sections. The first section aimed to measure the motivation of employees which based on different non-monetary rewards. The questionnaire for measuring Valence, Instrumentality, and Expectancy variables (VIE theory) was deployed to test employee motivation in 3 different groups; “Tangible Non-Monetary Re-wards”, “Social Non-Monetary Rewards” and “Job Related Non-Monetary Re-wards”. The test consisted of 10 items using a 5-point Likert scale. The second experiment aimed to reveal which type of non-monetary reward is the most suitable for motivating employees in participating and completing the course in MOOCs. Participants in different groups were assigned to learn via MOOCs on their mobile device within a period of 30 days. Different types of non-monetary rewards were provided only for participants who had completed certain conditions in MOOCs. The overall results showed that the group of tangible non-monetary rewards reached the significant highest score on the VIE questionnaire and over 60% of participants exposed to tangible non-monetary rewards completed the course’s conditions in MOOCs.

scholarly journals Why Study on a MOOC? The Motives of Students and Professionals

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Colin Milligan ◽  
Allison Littlejohn
Keyword(s):  
Data Science ◽  
Online Courses ◽  
Career Progression ◽  
Massive Open Online Courses ◽  
Learning Needs ◽  
Massive Open Online ◽  
Formal Knowledge ◽  
New Knowledge ◽  
Potential Benefits ◽  
Future Learning

<p class="3">Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study explores the primary motivations reported by participants in two MOOCs: <em>Fundamentals of Clinical Trials </em>and <em>Introduction to Data Science </em>(n=970). Each MOOC drew a diverse cohort of participants ranging from professionals working in the field to students preparing to enter it. Across both MOOCs, a similar profile of primary motivations emerged, with respondents identifying the potential benefits to their current role, or future career, alongside more general responses reflecting casual interest in the topic or a simple desire to learn. Professionals were primarily motivated by current needs, describing how the course could fill gaps in their formal knowledge, broaden their skillset to increase their effectiveness at work, or enable them to innovate. Professionals also saw the benefit of MOOC study in preparing them for new roles and career progression. Students, meanwhile, used MOOC study to complement their other learning. It is clear that MOOC study represents a popular mechanism for professionals to address both current and future learning needs.</p>

scholarly journals A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

2021 ◽  
Vol 13 (5) ◽  
pp. 2577
Author(s):  
Robert Li-Wei Hsu
Keyword(s):  
Grounded Theory ◽  
Theoretical Model ◽  
Online Courses ◽  
Internet Access ◽  
Dropout Rate ◽  
Massive Open Online Courses ◽  
English For Specific Purposes ◽  
Massive Open Online ◽  
Innovation In Education ◽  
High Dropout Rate

Massive open online courses (MOOCs) have been called the biggest innovation in education in 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about their effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on a constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of language MOOCs (LMOOCs) in general, but some doubted their applicability. Most participants said they would continue to use LMOOCs for learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 111-127
Author(s):  
Conchúr Mac Lochlainn ◽  
Mairéad Nic Giolla Mhichíl ◽  
Elaine Beirne
Keyword(s):  
Ab Initio ◽  
Online Courses ◽  
Language Teachers ◽  
Massive Open Online Courses ◽  
Learning Needs ◽  
Massive Open Online ◽  
Irish Language ◽  
Mixed Methods Approach ◽  
Diverse Learning ◽  
L2 Production

AbstractLanguage massive open online courses (LMOOCs) represent an exciting prospect for language teachers and instructors around the globe (Bárcena & Martín-Monje, 2014). In this paper, we report on the dynamics of participation and learner behaviour in an ab initio Irish language course. The course, Irish 101, ran during March 2019, and we used a mixed-methods approach to analyse both typical patterns of behaviour among course participants and learner reflections upon their reasons for doing so. Findings suggest that most learners use the course resources in an assessing and exploratory manner and are far less likely to produce, or to examine, second language (L2) output, either written or spoken. Learners were found to be selective and to demonstrate significant metacognitive awareness (Wenden, 1998) in their interactions and learning methods, displaying agency and exploiting affordances beyond the design of the course itself. Implications for LMOOC design, including the need to question whether courses should emphasise L2 production or resource provision, are considered, in addition to a general need for more granular, dynamic research, so as to better understand the types of learners who engage in LMOOCs and to better cater to diverse learning needs.

scholarly journals Massive Open Online Courses as an Augmentation of E-Learning: A Review

2018 ◽  
Vol 4 (2) ◽  
pp. 1-4
Author(s):  
Mohamed Ali Mahmod ◽  
Asma Md. Ali ◽  
Asadullah Shah
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Theories ◽  
Educational Institutions ◽  
The Internet ◽  
Practical Implementation ◽  
Massive Open Online ◽  
Scientific Papers ◽  
E Learning

Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific papers thatinvestigates the global role of MOOCs in e-learning. MOOCs has emerged due to learning theories relatedto learners whether individuals or networks of learners. Therefore, this paper reviews Massive Open OnlineCourses characteristics, it spread around the world, its practical implementation in e-learning LearningManagement Systems (LMS) and its theoretical contributing roles to enhance e-learning through its rolesin promoting e-learning theories.

scholarly journals An Overview of Massive Open Online Courses with Topics of Robotics

2019 ◽  
Vol 5 (2) ◽  
pp. 3-8
Author(s):  
Danaa Ganbat ◽  
Uranchimeg Tudevdagva
Keyword(s):  
Personal Experience ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Online Course ◽  
Massive Open Online ◽  
Personal Learning ◽  
Massive Open Online Course ◽  
Almost All ◽  
Educational Contents

This article reports short overview of massive open online courses for “robotic” topic. Extensive use of mobile devices opens up various opportunities for educational institutions to transfer contents to learners. Modern learners prefer to manage their learning by personal way. Many online courses are confirming this fact. Nowadays we can find unlimited number of contents on the internet. Almost all universities offer own online courses with various topics. In the last decade massive open online course (MOOC) became one of the opportunities to keep educated. The robotics is main focus of this issue, therefore we are trying to conduct small study on online educational contents with this topic. We selected five MOOCs in our study. Main criteria of selection were personal experience of author with these MOOCs. An evaluation of MOOCs is not an aim of the article. Through this article we tried to make visible opportunities to get education on robotics free by online with your personal learning management time.

scholarly journals Massive Open Online Courses (MOOCs) Dropout Rate in the World: A Systematic Review Protocol

2020 ◽  
Author(s):  
Manoosh Mehrabi ◽  
Ali Reza Safarpour ◽  
Abbas Ali Keshtkar
Keyword(s):  
Systematic Review ◽  
Online Courses ◽  
Meta Analysis ◽  
Dropout Rate ◽  
Open Science ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
Review Protocol ◽  
Science Framework

Abstract BackgroundRecently, massive open online courses (MOOCs) have received increasing popularity throughout the world. Regardless of the subject taught and the university providing the course, the dropout rate of MOOCs is one of the most important challenges ahead.Methods This systematic review will search MEDLINE/PubMed, Scopus, Web of Science (Clarivate Analytics), Embase (Embase.com), ASSIA, CINAHL, Education Research, BEI, and Eric databases systematically according to predefined criteria without language restrictions to retrieve prospective and retrospective observational studies conducted between the 1st of January 2000 and 30th of March 2020 which evaluated the frequency of leaving MOOCs throughout the world. In the absence of severe methodological heterogeneity, the data will be combined and a meta-analysis will be performed. DiscussionAs dropout rate is one of the most challenges that universities may encounter, this systematic review will help universities extend their view, save their resources or maybe design their MOOCs differently.RegistrationRegistered in Open Science Framework, available at: https://osf.io/jgyqx/

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