Ubiquitous e-Teaching and e-Learning: China’s Massive Adoption of Online Education and Launching MOOCs Internationally during the COVID-19 Outbreak

China had made a remarkable headway in online education provision during the first quarter of 2020 due to the coronavirus disease 2019 (COVID-19) outbreak, a global public health crisis that acted as a catalyst for the uptake in online education as a method for students’ e-learning and teachers’ e-teaching at a vast number of institutions worldwide. China’s launching of XuetangX Global and iCourse International, two massive online open course (MOOC) platforms in April 2020 to provide distant e-learning solutions to global learners at a time they were most needed, proves to be a timely move as the global challenge caused by this pandemic turned out to be an opportunity in disguise for online education internationally. This article centers around China’s opportune development in online education and launching university MOOCs internationally in the height of the worsening COVID-19 pandemic in early 2020 and examines its preparedness, implementation, and impact.

Online Learning System for Kampus Merdeka : Innovative Learning In Covid-19 Pandemic

Innovations in learning media for "Kampus Merdeka" currently require students active roles in online lectures and interact with lecturers and college friends to be able to use social networking media. Massive Online Open Course (MOOC) is web-based learning that can be accessed anywhere and anytime by integrating technology into the learning process that can help improve understanding of the material. In this reasearch an online learning design using MOOC as a solution in the implementation of "Kampus Merdeka" using Web Programming Design course. The reason for choosing these subjects is because practical learning activities require an understanding of a strong theoretical basis. Learning Outcomes in this course are students can understand the basics and concepts in website before finally carrying out the practicum. In the study sample population in the MOOC Web Programming course which was attended by 30 students from various backgrounds, it was seen that on average 78.2% interesting join the MOOC online class. The results of this percentage show that students are interested in joining MOOC online classes because they can provide a self-development model, namely institutional (materials that are in accordance with the syllabus), pedagogical in the form of learning videos) and technical (in the form of practicums)

Taking Away Excuses to Quit: The Role of Structural Supports in Completion and Learning within Online Professional Development

Online courses, particularly in the MOOC (Massive Online Open Course) format, have a mixed reputation due to their potential to democratize access to educational opportunities and their markedly low completion rates. Yet educators continue to enroll in online courses, including MOOCs, in high numbers. For teachers at under-resourced schools or of under-served populations, free online courses may be their only professional development option. It thus remains important to understand if and how online courses, in their various formats, can serve as vehicles for supporting teacher learning and whether this can happen on a large-scale. This mixed-method study examines completion and learning outcomes in a MOOC designed for teachers of English Learners (ELs). In particular, the study identifies and examines face-to-face, structural supports that were simultaneously available to some course participants and investigates whether these were significantly related to completion and learning within the course. Findings indicate that participants who received more structural supports were significantly more likely to complete the course. While participants, on average, showed evidence of learning within the course, participants receiving structural supports did not show evidence of learning more than other participants did. This is potentially due to omitted variable bias that suggests participants who completed the course without structural supports may differ from participants who completed the course with structural supports in important, unaccounted for ways. This study contributes to research on blended learning within the context of teacher professional development, suggesting that blended learning may be useful in supporting MOOC completion, particularly for certain teacher populations.

A MOOC from an Occupational Perspective: How to Use Technology to Promote Participation by People with Disabilities (Preprint)

BACKGROUND This paper has shown the results derived from the implementation of two editions of a Massive Online Open Course (MOOC) that focused on the use and application of technology resources, most of which were free, to promote participation and intervention amongst people with disabilities. That is the only one MOOC focused on providing information to professionals about different tools to promote technology’s participation of people with disabilities. The study provides initial evidence of the rates for a MOOC with blended learning and tips to motivate the participants. OBJECTIVE The goals were (a) to describe the profile of person enrolled on a MOOC based on promoting the participation of people with disabilities, and (b) to analyse the behavior and progression of participants in the MOOC and their satisfaction with the educational resources provided. METHODS The MOOC was implemented using the tools of the MIRIADAX platform. This allowed the incorporation of plain text, multimedia resources (self-recording videos), links to complementary information, and an evaluation process. The study design was based on quantitative and qualitative data. The quantitative data from the two questionnaires and from MIRIADAX were analysed using various statistical methods. As has been noted, the MOOC had two editions. RESULTS Both editions had 1440 persons enrolled, but the course was completed by 254 participants in the first edition and 195 in the second one. The rates of completion were high relative to other courses, with 42.83%, and 51.31%. The general participant profile was that of a woman between the ages of 25 and 34, living in Spain, and studying at university. High quality of learning resources, blended learning and weekly challenges to promote participation were the main factors for the success of this MOOC. CONCLUSIONS Features of an Effective MOOC were identified: Topic of interest, Quality multimedia resources, Complementary documentation, Promotion of student participation, Straightforward ways to evaluate the participants, Duration of the MOOC. The analysis of results and comparison with previous research have enabled some key conclusions to be drawn and considered when designing, editing, and implementing successful MOOCs in the future.

Pengembangan Pendidikan dan Skill Kewirausahaan untuk Komunitas Wirausaha Mahasiswa dan Alumni Universitas 17 Agustus 1945 Banyuwangi

Jumlah mahasiswa aktif Untag Banyuwangi berdasarkan pada tahun genap akademik 2019/2020 sebanyak 4099 mahasiswa. Pada kegiatan PPK tahun 2019 dari 100 mahasiswa yang mendaftar hanya 20 yang didampingi secara intensif dan hanya 5 yang sampai sekarang bisa berhasil. Dari 20 mahasiswa tersebut belum ada yang memiliki business plan, mahasiswa dan alumni hanya sekedar berbisnis tanpa mempunyai perencanaan dalam business plan. Dengan melihat tingginya minat mahasiswa dan alumni yang ingin mengikuti PPK di Untag Banyuwangi, maka perlu dilakukan pendampingan kewirausahaan mahasiswa dan alumni tahun 2020 untuk membuat perencanaan bisnis. Pelaksanaan PPK di Untag Banyuwangi dilaksanakan dengan tahapan campaign program pengembangan kewirausahaan, live instagram cara gampang bikin iklan yang menghasilkan banyak pelanggan, live instagram cara meledakkan omset lewat marketplace, pelatihan dan pendampingan dalam beberapa sesi webinar 1 dengan tema “Branding untuk usaha mahasiswa”, webinar 2 dengan tema “Bangun bisnis milyaran, modal recehan”, webinar 3 dengan tema “Jurus Ampuh menguasai bisnis kuliner”, pendampingan strategi bisnis dan pengembangan pembelajaran virtual menggunakan Massive Online Open Course Program Pengembangan Kewirausahaan 2020. Dengan pendampingan kewirausahaan melalui PPK tahun 2020 mahasiswa dan alumni memiliki business plan dan dapat dijadikan sebagai acuan melakukan bisnis secara tepat sehingga dapat meningkatkan omset.

Massive online open course como estratégia para o ensino de segurança no processo de medicação

Resumo: Introdução: Erros de medicação são comuns e causam sofrimento e custos que podem ser evitados. A mitigação da ocorrência de eventos adversos a medicamentos é tratada como prioridade pela Organização Mundial da Saúde (OMS), que recomenda a inclusão do tema segurança do paciente nos currículos das profissões de saúde como medida para minimizar danos aos pacientes. Um curso on-line aberto e massivo (MOOC) sobre segurança no processo de medicação foi desenvolvido como estratégia educacional para a área da saúde e disponibilizado no Ambiente Virtual de Aprendizagem do Sistema Único de Saúde (Avasus), em março de 2018. Objetivo: Este estudo teve como objetivo avaliar a satisfação e o aprendizado dos participantes que concluíram o curso. Método: Trata-se de estudo de delineamento quase experimental não controlado. O MOOC possui uma carga horária de 30 horas e aborda temas sobre segurança na prescrição, dispensação, administração e notificação de incidentes relacionados a medicamentos. Aplicaram-se um pré-teste e um pós-teste de múltipla escolha para avaliar o nível de conhecimento dos participantes, e um questionário de satisfação foi respondido ao término do curso. Analisaram-se a confiabilidade dos instrumentos de medida, a significância da melhoria do conhecimento e os fatores associados (sexo, idade e profissão). Resultados: Dos 7.135 participantes inscritos no período de março a dezembro de 2018, 2.902 (40,7%) responderam aos instrumentos de pesquisa. A confiabilidade do questionário de satisfação foi boa (alfa de Cronbach = 0,83), e o curso foi bem avaliado como estratégia educacional (96,1%). Em relação ao nível de conhecimento, observou-se aumento significativo (antes = 8,10; depois = 8,74; p < 0,05) com melhoria relativa de 32%. O fator idade esteve diretamente associado à aprendizagem (β = 1,36; IC 95% = 0,35-2,36; p = 0,008). Conclusão: A utilização do MOOC mostrou-se efetiva para o ensino de segurança no processo de medicação, ferramenta que pode ser utilizada para a inserção do tema segurança do paciente nos currículos das profissões de saúde.

MOOC MYGEO: formación geospacial para la empleabilidad

MYGEO defiende una metodología de enseñanza basada en la competencia digital, centrada en la adquisición de las competencias transversales y específicas de SIG para llevar a cabo la resolución de problemas de manera eficiente que mejore la empleabilidad futura de los estudiantes universitarios. En consecuencia, uno de los resultados de este proyecto es el diseño, desarrollo, impartición y evaluación de un curso abierto online (Massive Online Open Course) denominado MOOC Geo tools for employability, que constituye un plan de formación para que estudiantes europeos de educación superior puedan ampliar y desarrollar sus capacidades transversales y específicas en SIG. Dichas habilidades han sido definidas por organismos, administraciones y empresas público-privada que trabajan en el sector y pretenden aumentar la empleabilidad de los jóvenes graduados y postgraduados en un mundo cada vez más competitivo y globalizado.

Delivering the First Internationally Accessible Massive Online Open Course (MOOC) on Suicide Prevention: A Case Study and Insights into Best Practice

To date, little guidance exists on how to design safe and effective online programming on sensitive and/or controversial topics. Massive online open courses (MOOCs) represent a unique opportunity for delivering inclusive and accessible teaching to international learner audiences. This paper provides an insight into designing and delivering the first internationally accessible MOOC on suicide prevention in the global context in 2019-highlighting insights into best practice as well as pertinent challenges. The results from two runs of this MOOC indicate that there appears to be a global demand for education on suicide prevention. Our practice suggests that new knowledge on extremely sensitive topics such as suicide can be safely and effectively delivered through a MOOC to an international community of learners. Learner safety needs to be carefully considered when developing and delivering online learning. Thorough and careful moderation is essential to ensure that learners engage safely and sensitively with the content and with one another. The involvement of diverse stakeholders, including people with lived experience, in the MOOC design is recommended to enhance the authenticity, inclusiveness and rigour of the curriculum.