Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19

Introduction: As significant autonomy is given in a Massive Open Online Course (MOOC), online self-regulated learning (SRL) ability is crucial in such courses. We aim to measure the online SRL abilities of early-career medical doctors enrolled in a MOOC. Methods: We performed a cross-sectional study using the Self-Regulated Online Learning Questionnaire-revised version (SOL-Qr). We conducted a three-stage cross-cultural validation of the SOL-Qr, followed by Confirmatory Factor Analysis (CFA). The online SRL ability of 5,432 medical doctors enrolled in a MOOC was measured using the validated SOL-Qr. Results: The CFA of the cross-translated SOL-Qr confirmed its comparability to the original version, with excellent validity & reliability. Participants showed high levels of online SRL during their early careers. Despite high online SRL scores, MOOC completion rate was low. Male participants showed slightly better time management ability than female participants. Participants working in the primary epicentrum for COVID-19 in the country showed lower online SRL scores, while participants who graduated from higher accreditation levels showed better time management ability. Conclusion: The SOL-Qr and its subscales are suitable and valid for measuring the online SRL abilities of medical doctors in a MOOC during their early-career period. Time management ability was associated with previous experience during the medical education period, while other online SRL subscales were mostly associated with workload. However, as the scores did not correlate with the time spent for learning in MOOC, the corresponding learning effort or time spent may be beyond just the commitment to the described MOOC.

Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19

Introduction: As significant autonomy is given in a Massive Open Online Course (MOOC), online self-regulated learning (SRL) ability is crucial in such courses. We aim to measure the online SRL abilities of early-career medical doctors enrolled in a MOOC. Methods: We performed a cross-sectional study using the Self-Regulated Online Learning Questionnaire-revised version (SOL-Qr). We conducted a three-stage cross-cultural validation of the SOL-Qr, followed by Confirmatory Factor Analysis (CFA). The online SRL ability of 5,432 medical doctors enrolled in a MOOC was measured using the validated SOL-Qr. Results: The CFA of the cross-translated SOL-Qr confirmed its comparability to the original version, with excellent validity & reliability. Participants showed high levels of online SRL during their early careers. Despite high online SRL scores, MOOC completion rate was low. Male participants showed slightly better time management ability than female participants. Participants working in the primary epicentrum for COVID-19 in the country showed lower online SRL scores, while participants who graduated from higher accreditation levels showed better time management ability. Conclusion: The SOL-Qr and its subscales are suitable and valid for measuring the online SRL abilities of medical doctors in a MOOC during their early-career period. Time management ability was associated with previous experience during the medical education period, while other online SRL subscales were mostly associated with workload. However, as the scores did not correlate with the time spent for learning in MOOC, the corresponding learning effort or time spent may be beyond just the commitment to the described MOOC.

Towards Adaptive Gamification: A Method Using Dynamic Player Profile and a Case Study

The design of gamified experiences following the one-fits-all approach uses the same game elements for all users participating in the experience. The alternative is adaptive gamification, which considers that users have different playing motivations. Some adaptive approaches use a (static) player profile gathered at the beginning of the experience; thus, the user experience fits this player profile uncovered through the use of a player type questionnaire. This paper presents a dynamic adaptive method which takes players’ profiles as initial information and also considers how these profiles change over time based on users’ interactions and opinions. Then, the users are provided with a personalized experience through the use of game elements that correspond to their dynamic playing profile. We describe a case study in the educational context, a course integrated on Nanomoocs, a massive open online course (MOOC) platform. We also present a preliminary evaluation of the approach by means of a simulator with bots that yields promising results when compared to baseline methods. The bots simulate different types of users, not so much to evaluate the effects of gamification (i.e., the completion rate), but to validate the convergence and validity of our method. The results show that our method achieves a low error considering both situations: when the user accurately (Err = 0.0070) and inaccurately (Err = 0.0243) answers the player type questionnaire.

MOOCs as a Pedagogical and Strategic Tool in the Implementation of Institutional Policies Related to Gender Inequality in Educational Institutions

As a privileged means of socialization, the school's mission is to promote equal opportunities and educate for the values of pluralism and gender equality. The introduction of a gender perspective in educational policies is a fundamental tool to fight gender inequalities. This chapter aims to present a theoretical-methodological proposal for the development of a massive open online course (MOOC) addressed to those interested in learning and studying about gender inequalities and women's empowerment. The MOOC will introduce inspiring examples of feminine resistance and resilience from Portugal and Brazil, showing women who have fought for the rights and policies for gender equality, against gender biases, and building women's citizenship in and through education. The integration of MOOCs as an educational tool raises questions and challenges both in the didactic-pedagogical forum and about institutional policies.

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

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.

Oral production skills and pronunciation improvement in MOOCs for migrants and refugees: an unavoidable challenge

This article is focused on the challenges posed by the development of oral production skills (speaking, pronunciation) in a Massive Open Online Course (MOOC), a resource that is totally conditioned by the technologies and has very limited posibilities for individual adaptation. First of all, the difficulties that this goal poses are reviewed and confronted with some successful precedents that show how to deal with those challenges. Next, we present a case study in which some strategies and resources have been used to develop oral skills and improve pronunciation in technologically mediated environments, an Spanish L-MOOC for migrants and refugees, absolute beginners, developed at UNED (Spain).

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

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

Introduction: Planetary health (PH) has emerged as a leading field for raising awareness, debating, and finding solutions for the health impacts of human-caused disruptions to Earth's natural systems. PH education addresses essential questions of how humanity inhabits Earth, and how humans affect, and are affected by, natural systems. A pilot massive open online course (MOOC) in PH was created in Brazil in 2020. This MOOC capitalized on the global online pivot, to make the course accessible to a broader audience. This study describes the process of course creation and development and assesses the impact evaluation data and student outcomes of the PH MOOC.Methods: The PH MOOC pilot was launched in Brazilian Portuguese, using the TelessaúdeRS-UFRGS platform on 4/27/2020 and concluded on 7/19/2020 with a total load of 80 h. It was composed of 8 content modules, pre and post-test, 10 topics in a forum discussion, and an optional action plan. This study analyzes the course database, profile of participants, answers to questionnaires, forum interaction, and action plans submitted.Results: Two thousand seven hundred seventy-seven participants enrolled in the course, of which 1,237 (44.54%) gave informed consent for this study. Of the 1,237 participants who agreed to participate in the research, 614 (49.8%) completed the course, and 569 (92.67%) were accredited by TelessaúdeRS-UFRGS. The majority of the participants were concerned with climate change, trained in the health area, and worked in primary health care in places that lacked ongoing sustainability programs. Two hundred forty-one action plans were submitted, major topics identified were food and nutrition, infectious diseases, and garbage and recycling.Discussion: The use of the PH lens and open perspective of the course centered the need to communicate planetary health topics to individuals. The local plans reflected the motto of “think global and act local.” Brazil presents a context of an unprecedented social, political, and environmental crisis, with massive deforestation, extensive fires, and biomass burning altering the biomes, on top of an ongoing necropolitical infodemic and COVID-19 pandemic. In the face of these multiple challenges, this MOOC offers a timely resource for health professionals and communities, encouraging them to address planetary challenges as fundamental health determinants.

FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING

Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English language is not only used in the primary and secondary level of education, but also in tertiary level of education. Thus, in relation to that, this paper intended to study students’ acceptance and perceptions on the use of Massive Open Online Course (MOOC) for ESL learning. A document analysis method is used through the secondary resources regarding MOOC and in what ways MOOC helps for ESL learning. Discussion and recommendations are further explained in this study