scholarly journals El engagement de participantes en MOOC (Massive Open Online Courses): Análisis del diseño instruccional y elementos alternativos

2021 ◽  
Vol 14 (3) ◽  
pp. e944
Author(s):  
Bárbara Castillo-Abdul ◽  
Mónica Bonilla-del-Río ◽  
Sabina Civila
Keyword(s):  
Online Courses ◽  
Open Data ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
E Learning

Los MOOC (Massive Open Online Courses) han significado una oportunidad de formación y emprendimiento en el escenario educativo. La presente investigación aborda un caso de estudio, cuyo objetivo es conocer e identificar las características que inciden en la motivación de los participantes de las vídeo-lecciones que conforman tres cursos ofertados en las plataformas MiríadaX, Edx y ECO: E-learning, Communication y Open-Data”. El criterio de selección de estas plataformas se basó en su popularidad, relevancia en el contexto actual y enfoque en la estrategia de promoción de contenidos en el entorno digital. Se concluye que el diseño y las características analizadas de los MOOC inciden en el nivel de engagement de los participantes. En los casos presentados, asimismo, el diseño tradicional educativo de clases virtuales manifiesta carencias de elementos alternativos de gamificación, networking, lo que podría generar un bajo nivel de interés y compromiso por parte de los participantes.

Massive Open Online Courses (MOOCs), Features and Platforms

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.

Current Web Tools Focused on the Education

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.

The Technology Shift for MOOC-Based Libraries

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.

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

2017 ◽  
Vol 15 (1) ◽  
pp. 69-81 ◽  
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.

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 Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

2016 ◽  
Vol E99.D (8) ◽  
pp. 2140-2150 ◽  
Author(s):  
Sila CHUNWIJITRA ◽  
Chanchai JUNLOUCHAI ◽  
Sitdhibong LAOKOK ◽  
Pornchai TUMMARATTANANONT ◽  
Kamthorn KRAIRAKSA ◽  
...  
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
E Learning

scholarly journals E-learning Text Sentiment Classification Using Hierarchical Attention Network (HAN)

2021 ◽  
Vol 16 (13) ◽  
pp. 157
Author(s):  
Abdessamad Chanaa ◽  
Nour-eddine El Faddouli
Keyword(s):  
Online Courses ◽  
Research Field ◽  
Massive Open Online Courses ◽  
Analysis Tool ◽  
Classification Models ◽  
Discussion Forums ◽  
Hierarchical Network ◽  
Massive Open Online ◽  
Attention Network ◽  
E Learning

Massive Open Online Courses (MOOCs) have recently become a very motivating research field in education. Analyzing MOOCs discussion forums presents important issues since it can create challenges for understanding and appropriately identifying student sentiment behaviours. Using the high effectiveness of deep learning, this study aims to classify forum posts based on their sentiment polarity using two experiments. The first use the three known sentiment labels (positive/negative/neutral) and the second one employs sevens labels. The classification method implemented the Hierarchical Attention Network (HAN) algorithm; it combines the attention mechanism with a hierarchical network that simulates the same hierarchical structure of the document. The analysis of 29604 discussion posts from Stanford University affirms the effectiveness of our model. HAN achieved a classification accuracy of 70.3%, which surpassed the other prediction results using usual text classification models. These results are promising and have implications on the future development of automated sentiment analysis tool on e-learning discussion forum.

scholarly journals Educommunication in digital environments: an interaction´s perspective inside and beyond the classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 34-41
Author(s):  
Andres Chiappe ◽  
Nubia Amado ◽  
Leonardo Leguizamón
Keyword(s):  
Online Courses ◽  
Practical Implication ◽  
Point Of View ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Interaction Processes ◽  
Digital Environments ◽  
E Learning ◽  
Digital Learning Environments

In a highly interconnected and technology-mediated world, the way in which education is recognized as a communicative phenomenon is highly relevant to understand its development and future possibilities. In this text, educommunication is analyzed from the point of view of interactions that occur in different digital learning environments, especially in ICT-enhanced classrooms, blended learning, e-learning, mobile learning and Massive Open Online Courses (MOOC). This analysis was conducted from a systematic literature review of 240 papers that describe research generated on these topics, during the last 20 years.The results show that beyond the importance of interaction for the development of educational practices, different digital environments involve different ways of conceiving and deploying interaction processes, inside and outside the classroom.This implies the imperative need to adjust the current processes of teacher training in such a way that teachers can understand these differences and recognize both their theoretical and practical implication.

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