ARTIFICIAL LEARNING-BASED PROCTORING SOLUTION FOR REMOTE ONLINE ASSESSMENTS: “VPROCTOR”

Technological developments have paved the way for courses, trainings and assessments to be made online remotely in education and employment. In the meantime, over the years, the demand for online distance learning has increased rapidly. Eventually, it has been seen that this is a necessity and it has become widespread during the COVID-19 pandemic period. As can be seen in the example of massive online open courses, although remote learning is carried out online, perhaps the most important problem is how to evaluate the relevant courses safely and reliably. Thus, remote online proctoring is becoming an increasingly popular and needed issue. In this study, the issue of conducting the examination remotely online via internet-connected video and audio communication will be evaluated. Furthermore, the solution called vProctor was developed to contribute to the elimination of deficiencies in remote online proctoring using artificial learning. Overall, it has been observed that the proposed solution is managed to determine inappropriate behaviors like cheating in the online assessments.

PENDAMPINGAN MASSIVE OPEN ONLINE COURSE (MOOC) DAN MEETING ONLINE PLATFORMS DALAM UPAYA MENINGKATKAN KOMPETENSI GURU MERDEKA BELAJAR DI SMA NEGERI SUBOH

This community service activity (PKM) was carried out to assist in the situation experienced by Suboh State High School/SMK teachers against the sudden change in learning modes due to the Covid-19 pandemic. This activity, carried out in online training, explains how to design engaging online learning using MOOCs (Massive Online Open Courses) and Meeting Online Platforms technology. The online seminar is held using the Zoom platform within 180 minutes. The presentation of material on designing engaging online learning with Massive Open Online Courses (MOOCs) and Meeting Online Platforms is divided into three main parts, namely 1) introduction to Meeting Online Platforms for online learning, 2) introduction to Massive Open Online Courses (MOOCs) for learning online, and 3) Massive Open Online Courses (MOOCs) and Meeting Online Platforms. In general, this PKM activity provides an introduction and understanding of online learning design with technology that teachers of SMA/SMK Negeri Suboh can use to improve information technology skills

Educational audiovisual text design: empirical evidence and new research perspectives

The article presents a systematic analysis of international literature concerning the design of educational audiovisual texts at university level. The theme appears very important in light of the extensive use of these cognitive artefacts in flipped, blended,Massive Online Open Courses (MOOCs) teaching processes. This is even more important in the era of health emergency that has led to the use of audiovisual text as the main teaching medium at school and university. The aim of the work is to provide a contribution to research on educational technologies for the purpose of identifying new instructional design principles that support multimedia learning. The analysis highlighted new research directions, such as the significant role of the camera point of view in learning complex manual procedures, new design elements on the ways of representing the teacher and his/her communicative attitude, and the increasingly close relationship between educational sciences and neuroscience. The result may be useful, on the one hand, as a stimulus for an in-depth study of the new lines of research identified, by researchers on educational technologies, and on the other, for a more informed evidence-based use of audiovisual texts in teaching practices.

Mentoría en la Universidad: formación de las figuras implicadas

En este trabajo se presenta una propuesta formativa transversal en formato MOOC (Massive Online Open Courses). El principal objetivo fue diseñar una herramienta de formación en mentoría dirigida, fundamentalmente, a profesorado y alumnado. Para su elaboración se contó con el apoyo técnico del Centro Universitario de Formación e Innovación Educativa (CUFIE), desde donde se puso en marcha la II Convocatoria para la elaboración de MOOC de la Universidade da Coruña 2018/19. El curso “Mentoría en la Universidad. Formación de las Figuras Implicadas (MUFFIM)”, se elaboró desde octubre de 2019 hasta abril de 2021. Está programado para realizar en cuatro semanas y tiene una duración total de 20 horas. Consta de cuatro módulos que desarrollan contenidos relativos a cómo se sitúa la mentoría en el escenario actual de la universidad, su conceptualización y el desarrollo de algunas competencias necesarias para asumir algún rol dentro de un proceso de mentoría. El número de inscritos ha sido de 440 personas, de las cuales la mayoría son docentes (40,2%) y estudiantes universitarios (23,47%), de 19 países, entre los que destacan los Iberoamericanos, Francia, Alemania, Portugal, Rusia y Andorra. Los principales resultados muestran la gran acogida por parte de los/as participantes que consideran importante trabajar estas temáticas en el contexto universitario.

Prácticas universitarias innovadoras sobre las ventajas educativas y desventajas de los entornos MOOC

Las tecnologías de la información y la comunicación han revolucionado el mundo tal como lo conocíamos antes de su uso y aplicabilidad a la vida diaria. Este uso también se ha trasladado al campo educativo y ha transformado la forma en que se aprende y se enseña hoy. En medio de este panorama, los cursos abiertos masivos en línea emergen como una oportunidad disponible para que todos puedan aprender, lo que ha causado muchos cambios en el campo educativo. Este estudio se presenta como una investigación sobre prácticas universitarias innovadoras para analizar las ventajas y desventajas de estos MOOC en el entorno de la educación superior. Entre las principales ventajas analizadas, destacamos su gratuidad, el establecimiento de redes de colaboración y la flexibilidad horaria, mientras que entre las desventajas podemos destacar el abandono, que algunos cursos no están adaptados o disponibles para dispositivos fáciles o falta de seguimiento. La idea principal es que una vez que se conocen las ventajas y desventajas de los MOOC, se debe alentar a los primeros, dados los grandes beneficios que conllevan para la educación; y, a su vez, tratar de resolver las desventajas que se han visto que conducen al uso de MOOC, a fin de promover la efectividad de su uso. Information and communication technologies have revolutionized the world as we knew it before its use and applicability to daily life. This use has also moved to the educational field and has transformed the way it is learned and taught today. In the midst of this panorama, Massive Online Open Courses emerge as an opportunity available for everyone to learn, which has caused many changes in the educational field. This study is presented as an investigation into innovative university practices to analyze the advantages and disadvantages of these MOOCs in the Higher Education environment. Among the main advantages analyzed, we highlight its gratuity, the establishment of collaboration networks and time flexibility, while among the disadvantages we can highlight the abandonment, that some courses are not adapted or available for easy devices or lack of follow-up. The main idea is that once the advantages and disadvantages of MOOCs are known, the former should be encouraged, given the great benefits they entail for education; and in turn try to solve the disadvantages that have been seen that lead to the use of MOOCs, in order to promote the effectiveness of their use.

The Relationship between Massive Online Open Courses (MOOCs) Content Design and Students’ Performance

Over the years, there has been tremendous growth in online social networking which contributed to the revolution of higher education’s learning environment. Massive Online Open Courses (MOOC) is now common in online education, which provides open networks of self-directed learning. MOOCs are referred as a continuation trend in innovation that initiated by learning from geographical distance and online. MOOCs is a current evolvement in higher learning institution in Malaysia with the aims to provide quality education for the students. However, there are some challenges in developing effective instructional design courses and retaining learners in MOOCs. Therefore, the purpose of this study is to discover the relationship between MOOC’s content design and students’ performances among UTeM’s engineering students. Through literature review, variables are identified such as courses content design, enhancement in teaching and learning and students’ performance. In this study, 373 samples have been collected and the data analysed using SPSS. The results revealed that there are significant relationships between courses materials, courses activities, and courses tools with students’ performance. It is believed that this research paper will beneficial to higher education to improve MOOC’s content design in order to enhance the students’ performance in the future.

Combating Procrastination on Massive Online Open Courses via Optimal Calls to Action

Massive online open courses (MOOCs) are a booming phenomenon in the digital era. However, the online nature of educational delivery via MOOCs creates every opportunity for digital distraction and procrastination, resulting in difficulties for students and instructors. According to a new study in Information Systems Research, the authors Ni Huang (University of Houston), Jiayin Zhang (Tsinghua University), Gordon Burtch (University of Minnesota), Xitong Li (HEC Paris), and Peiyu Chen (Arizona State University) report a randomized field experiment on a large MOOC platform to examine several calls to action (CTAs) pertaining to the completion and submission of course assignments with an eye toward combating student procrastination on MOOCs. Their results show that descriptive norms (i.e., informing the completion rates of the assignments) lead to higher probabilities of assignment completion and a shorter time to completion. In contrast, a deadline reminder in the form of a planning prompt (i.e., informing the target deadline for assignment submission and the importance of planning ahead) has a surprisingly counterproductive effect, in particular, if students’ active course load is low. One possible explanation is that the students with low course loads may perceive the deadline to be distant, which reduces their sense of urgency and leads to complacency.