The Effect of Massive Open Online Course on the Universities in the Western Region

2014 ◽  
Vol 926-930 ◽  
pp. 4657-4660 ◽  
Author(s):  
Yu Xiang Guo ◽  
Xiao Bei Chen ◽  
Ping Fen Li
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Online Course ◽  
Massive Open Online ◽  
The West ◽  
Great Opportunity ◽  
Massive Open Online Course ◽  
Management Processes ◽  
Western Area ◽  
Huge Impact

This paper argues that MOOC is really a great opportunity to higher education in the west, but MOOC is not panacea, has its own limitations. Perhaps MOOC can help the Faculty to promote their theory and technology, change the students’ learning methods, and optimize the management processes. But not all learners entered MOOC will become active learners. Compared with the traditional network courses, MOOC has a free open mode, large-scale, community, self-organization and other characteristics, which will bring the huge innovations to universities in the western regions. With the development of western area, people eager for new knowledge, MOOC will have a huge impact on higher education in the west.

Understanding learner participation at scale: How and why

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.

scholarly journals An Unsupervised Method for Discovering How Does Learners' Progress Toward Understanding in MOOCs

2021 ◽  
Vol 10 (5) ◽  
pp. 40-49
Author(s):  
El mezouary Ali ◽  
Hmedna Brahim ◽  
Omar Baz
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Large Scale ◽  
Global Dimension ◽  
Online Course ◽  
Access To Education ◽  
Massive Open Online ◽  
Learning Style Preferences ◽  
Massive Open Online Course ◽  
Style Preferences

Massive Open Online Course (MOOC) seems to expand access to education and it present too many advantages as: democratization of learning, openness to all and accessibility on a large scale, etc. However, this new phenomenon of open learning suffers from the lack of personalization; it is not easy to identify learners’ characteristics because their heterogeneous masse. Following the increasing adoption of learning styles as personalization criteria, it is possible to make learning process easier for learners. In this paper, we extracted features from learners' traces when they interact with the MOOC platform in order to identify learning styles in an automatic way. For this purpose, we adopted the Felder-Silverman Learning Style Model (FSLSM) and used an unsupervised clustering method. Finally, this solution was implemented to clustered learners based on their level of preference for the sequential/global dimension of FSLSM. Results indicated that, first: k-means is the best performing algorithm when it comes to the identification of learning styles; second: the majority of learners show strong and moderate sequential learning style preferences.

scholarly journals EXPLORING AND UNDERSTANDING THE SPREAD OF MOOCS IN AN EMERING ECONOMY : A TEXT MINING ANALYSIS

2021 ◽  
Vol 9 (12) ◽  
pp. 58-65
Author(s):  
El Moussaouiti Imane ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Text Mining ◽  
Teaching Quality ◽  
New Method ◽  
Clear Picture ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The World

The Massive Open Online Course, or MOOC is a new method of distance learning especially in the universities, a number of them use this method to contain the different obstacle of leaning in higher education in order to improve the teaching quality among a large number of students. This paper will explore this new method of a distance learning in the word and its impact on an emergent economy as Morocco. The purpuse of this paper is to give a clear picture of the MOOC in the world and in moroccan universities as an emergent economy, by analysing a text mining of the use of MOOC and their classification.

MOOC: Challenges and Opportunities of Higher Education

2014 ◽  
Vol 651-653 ◽  
pp. 2469-2474
Author(s):  
Zhe Yao
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Rapid Development ◽  
Online Course ◽  
Massive Open Online ◽  
Course Structure ◽  
Massive Open Online Course ◽  
Course Grades ◽  
Challenges And Opportunities ◽  
Pros And Cons

With the rapid development of information technology, various approaches are applied to higher education. Massive open online course (MOOC), as a recent development of distance education, emerged in 2012. Nowadays, the utilization of MOOC has become the tide of globalization among universities. The aim of this paper is to take a deep look at MOOC for weighing its pros and cons. The reasons of popularity of MOOC via introducing its brief history, key characteristic and major advantages are explained in this paper. In addition, challenges and limitations of existing MOOCs worldwide are presented though course structure, course grades and completion rate as well as several solutions to deal with them as far as possible.

scholarly journals Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110456
Author(s):  
Joshua Littenberg-Tobias ◽  
Elizabeth Borneman ◽  
Justin Reich
Keyword(s):  
Language Processing ◽  
Topic Modeling ◽  
Large Scale ◽  
Topic Model ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Digital Simulations ◽  
Equity And Inclusion ◽  
Structural Topic Model

Diversity, equity, and inclusion (DEI) issues are urgent in education. We developed and evaluated a massive open online course ( N = 963) with embedded equity simulations that attempted to equip educators with equity teaching practices. Applying a structural topic model (STM)—a type of natural language processing (NLP)—we examined how participants with different equity attitudes responded in simulations. Over a sequence of four simulations, the simulation behavior of participants with less equitable beliefs converged to be more similar with the simulated behavior of participants with more equitable beliefs ( ES [effect size] = 1.08 SD). This finding was corroborated by overall changes in equity mindsets ( ES = 0.88 SD) and changed in self-reported equity-promoting practices ( ES = 0.32 SD). Digital simulations when combined with NLP offer a compelling approach to both teaching about DEI topics and formatively assessing learner behavior in large-scale learning environments.

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

scholarly journals Developing Self-Efficacy through a Massive Open Online Course on Study Skills

Open Praxis ◽  
2017 ◽  
Vol 9 (3) ◽  
pp. 335 ◽  
Author(s):  
Brenda Cecilia Padilla Rodriguez ◽  
Alejandro Armellini
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Study Skills ◽  
Strong Predictor ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Area Of Interest ◽  
Support Students ◽  
General Self Efficacy

Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.

scholarly journals Explanation of observational data engenders a causal belief about smoking and cancer

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5597
Author(s):  
Leslie Myint ◽  
Jeffrey T. Leek ◽  
Leah R. Jager
Keyword(s):  
Observational Study ◽  
Large Scale ◽  
Online Course ◽  
Future Research ◽  
Massive Open Online ◽  
Causal Belief ◽  
Massive Open Online Course ◽  
Inferential Analysis ◽  
Randomized Controlled Experiment ◽  
The Relationship

Most researchers do not deliberately claim causal results in an observational study. But do we lead our readers to draw a causal conclusion unintentionally by explaining why significant correlations and relationships may exist? Here we perform a randomized controlled experiment in a massive open online course run in 2013 that teaches data analysis concepts to test the hypothesis that explaining an analysis will lead readers to interpret an inferential analysis as causal. We test this hypothesis with a single example of an observational study on the relationship between smoking and cancer. We show that adding an explanation to the description of an inferential analysis leads to a 15.2% increase in readers interpreting the analysis as causal (95% confidence interval for difference in two proportions: 12.8%–17.5%). We then replicate this finding in a second large scale massive open online course. Nearly every scientific study, regardless of the study design, includes an explanation for observed effects. Our results suggest that these explanations may be misleading to the audience of these data analyses and that qualification of explanations could be a useful avenue of exploration in future research to counteract the problem. Our results invite many opportunities for further research to broaden the scope of these findings beyond the single smoking-cancer example examined here.

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