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. 

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 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.

scholarly journals Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1699 ◽  
Author(s):  
Guido Bendezu-Quispe ◽  
Junior Smith Torres-Roman ◽  
Brenda Salinas-Ochoa ◽  
Akram Hernández-Vásquez
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Disease Outbreaks ◽  
Massive Open Online Courses ◽  
Health Issues ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
The World ◽  
Education Courses ◽  
Skilled Health

The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria. Most of the courses were conducted in English. The courses on Ebola, Zika and chikungunya were released after their last outbreak. MOOCs could be used to learn about health issues of global relevance, and with the necessity of fast divulgation of knowledge and skills. Translating the courses into more languages could give these courses more traction, and allow participation of professionals in regions affected by these outbreaks.

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 Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1699 ◽  
Author(s):  
Guido Bendezu-Quispe ◽  
Junior Smith Torres-Roman ◽  
Brenda Salinas-Ochoa ◽  
Akram Hernández-Vásquez
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Disease Outbreaks ◽  
Massive Open Online Courses ◽  
Health Issues ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
The World ◽  
Education Courses ◽  
Skilled Health

The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria. Most of the courses were conducted in English. The courses on Ebola, Zika and chikungunya were released after their last outbreak. MOOCs could be used to learn about health issues of global relevance, and with the necessity of fast divulgation of knowledge and skills. Translating the courses into more languages could give these courses more traction, and allow participation of professionals in regions affected by these outbreaks.

scholarly journals Architectural approach for automatic follow up of learning activities in massive open online courses

2016 ◽  
Vol 14 (37) ◽  
pp. 57-72
Author(s):  
Daniel Alberto Jaramillo Morillo ◽  
Mario Fernando Solarte Sarasty
Keyword(s):  
Online Courses ◽  
High Volume ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Quality Of Learning ◽  
Assessment And Monitoring ◽  
Student Relationship ◽  
Participative Learning

Currently it has been generated great interest in the massive open online courses, because they are consider as an “educational revolution”, since they are presented as a solution to the growing demand for higher education both in Colombia and in the world. Their main objective is to achieve a high volume of participants, allowing a global reach and a more participative learning. However, as advantages arise due to their massiveness, a number of problems or challenges are also generated. One of the main difficulties that characterize this type of courses is the lack of a suitable relationship between tutor and students, since it is impossible that tutors have a personal relationship with each of the thousands of participants. Therefore certain types of activities such as assessment and monitoring get more difficult impacting the quality of learning. In this article, it is proposed an architectural approach for tracking learning activities, which is intended to improve tutor-student relationship in an environment of massiveness to maximize the quality of learning in massive open online courses.

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