The Impact of Sharing on Engagement in Massive Open Online Courses

2019 ◽  
Author(s):  
Unnati Narang
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Impact

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

scholarly journals Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument

2021 ◽  
Vol 11 (12) ◽  
pp. 811
Author(s):  
Merilin Säde ◽  
Reelika Suviste ◽  
Piret Luik
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Skills ◽  
Final Model ◽  
Confirmatory Factor ◽  
Post Impact ◽  
Development And Validation ◽  
The Impact

Massive open online courses (MOOCs) can potentially affect the lives of millions of people, but there is little research on how a programming MOOC could affect participants’ lives after participation. In Estonia, we have organised several programming MOOCs over the years, attended by over 14,000 people. This inspired us to develop and validate a scale for measuring the impact of programming MOOC on participants’ lives. We analysed data from 1261 MOOC participants who had completed at least one of our programming MOOCs. Confirmatory factor analysis (CFA) was used to validate the developed scale. The final model fitted quite well to the data. We found that the factors that influence learners’ lives after a MOOC include acquired learning skills, interest in continuing computer science related studies, learning experience gained from the MOOC, the MOOC’s impact on work and personal life, and new contacts that are established with other participants and organisers. We also compared the means of the factors. The highest-rated factor was related to the learning experience from the MOOC and the lowest-rated was related to finding new contacts through the MOOC.

scholarly journals Using Learning Analytics to Improve MOOC Instructional Design

2019 ◽  
Vol 14 (24) ◽  
pp. 6 ◽  
Author(s):  
Nurbiha A Shukor ◽  
Zaleha Abdullah
Keyword(s):  
Instructional Design ◽  
Exploratory Study ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Public University ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Retention ◽  
The Impact

Massive Open Online Courses (MOOC) allows teaching and learning for everyone. This means that people from any learning background can join any of the courses offered through MOOC platforms. Although learning materials are offered for free, learning retention and learning engagement were found to be consistently low alt-hough some MOOC are offered by well-known instructors. Many recent studies tried to understand the suitable instructional design in MOOC to improve learning en-gagement and retention. This study is an exploratory study to evaluate the potential of using learning analytics to improve instructional design in MOOC. Data were col-lected from a MOOC offered for two consequent years in a public university in Ma-laysia. The impact of learning analytics on MOOC instructional design was also dis-cussed.

scholarly journals Compliance and Creativity: Dilemmas for University Governance

2018 ◽  
Vol 26 (S1) ◽  
pp. S35-S47 ◽  
Author(s):  
Peter Scott
Keyword(s):  
Performance Management ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
The Other ◽  
University Governance ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Research Systems ◽  
Directed Learning ◽  
The Impact

The contemporary university is subject to two, apparently contradictory, forces. The first is the drive towards the modernisation of its governance and management, often in ways that reflect corporate structures more familiar in the private sector (and other parts of the reformed public sector). This drive has been accompanied by the growth of performance management, both of institutions and individual teachers and researchers; the more prescriptive identification of goals and targets (at the expense, perhaps, of traditional notions of autonomy and academic freedom); and more explicit – and intrusive? – forms of audit, accountability and evaluation. The other force is the development of new modes of learning, a more open curriculum and more distributed patterns of research. Examples include the popularity of (technology-enhanced) self-directed learning, the growth of massive open online courses (MOOCs), the spread of open-source publication and greater emphasis on the impact and application of research. Both forces reflect deep-rooted changes in the nature of modern higher education and research systems, and it would be misleading to see them as always or inevitably in conflict. However, they do pose new dilemmas about how to maintain an appropriate balance between the necessary management of the large, complex and heterogeneous organisations that modern universities have become and their capacity for innovation and creativity.

scholarly journals Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns

2021 ◽  
pp. 136-147
Author(s):  
Hengtao Tang ◽  
Wanli Xing
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Certificate Programs ◽  
Learner Participation ◽  
Professional Degree ◽  
The Impact ◽  
Professional Learners

Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over time. Understanding employed professionals’ trajectory of participation patterns across course time is thus essential to improving the effectiveness of MOOCs. This study investigated the log data of learner participation to explore how attrition occurs in a professional MOOC, focusing on whether students’ employment status was associated with learner participation. The results revealed learners’ longitudinal participation patterns and confirmed the impact of sustained engagement on course performance. The study also found that employed learners were more likely than their peers without jobs to become cramming learners with initially infrequent engagement in a course but investing intensive time at the end for certificates. We discuss practical implications for designing and facilitating large-scale professional degree and certificate programs in higher education institutions. Implications for practice or policy: Educators can apply MOOCs with a lower weekly workload and a slower pace to support employees’ professional development. Educators should develop professional learners’ interests in the course topic to avoid only cramming for the course certificates. Educators may consider longitudinal patterns of learner participation when assessing learner performance.

scholarly journals Social Support in Massive Open Online Courses: A Literature Review

2021 ◽  
Vol 12 (3) ◽  
pp. 2071-2076
Author(s):  
Buyut,V.C Et.al
Keyword(s):  
Social Support ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Related Factors ◽  
The Social ◽  
Massive Number ◽  
Tangible Support ◽  
The Impact ◽  
Gain Access

Massive Open Online Courses (MOOCs) provide quality higher education resourcesfor people around the world. It allows massive number of learners to gain access to free, virtual based open educational subjects offered by accredited and world recognized top ranking institutional. However, numerous studies show that MOOCs success was marred by low completion and high dropout rates.This studyintends to identify and analyse the literature on the social support related factors influencing the utilization of MOOCs. Results from the review show that the relevant and related researchesare extremely limited which call for further studies to be done on influence of social support on MOOCs usage. The review reveals that emotional support is the most identified social support factor included in MOOC studies from various perspectives followed by informational support. Tangible support and belonging support are the least to be included in the selected studies. This review reveals that more researches are required to identify the impact of social support factors in influencing the utilization of MOOCs among learners.

scholarly journals Health effects of climate change: An online survey study of participants of three massive open online courses (MOOCs) (Preprint)

2018 ◽  
Author(s):  
Sandra Barteit ◽  
Anneliese Depoux ◽  
Ali Sié ◽  
Maurice Yé ◽  
Valérie R. Louis ◽  
...  
Keyword(s):  
Climate Change ◽  
Online Survey ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Survey Study ◽  
Free Text ◽  
Massive Open Online ◽  
Learner Interaction ◽  
The Impact ◽  
Climate Change And Health

BACKGROUND The impact of climate change on health, adaptation measures and health co-benefits of mitigation have not been taught as topics in conventional face-to-face courses, such as in stand-alone, accredited short courses or as modules in Masters or PhD-level courses. Educational technologies such as massive open online courses (MOOCs) have high potential to substantially accelerate the dissemination of knowledge on the nexus of climate change and health. We developed three MOOCs teaching on the link between climate change and health. OBJECTIVE We conducted an online survey study to evaluate instructor-to-learner interaction (ITI), instructor support (IS), instructor feedback (IF), learner-to-learner interaction (LLI), course content (CC), course structure (CS), information delivery technology (IDT), perceived effectiveness (PE), learner retention (LR), as well as self-reported learner retention (SRLR). What did participants learn? Who and how many registered from the global North and South? What was the completion rate and how does it compare to average completion rates of MOOCs? What is the impact of knowledge acquired? METHODS Participants of all three MOOCs were invited to a post online survey study or the three climate change and health MOOCs. The survey consisted mainly out of no/yes/other and free text questions, as well as five five-point Likert items. We collected demographic information about education, age, gender, country of origin and current place of living. RESULTS In total, the MOOCs had a reach of almost 7000 students worldwide. 188 students took part in the online survey, with the highest percentage of MOOC-survey participants from low-income countries. The MOOCs were seen as useful, especially with regards to their professional impact, their coverage of content and their up-to-dateness in the topic area of climate change and health. The francophone MOOC was found to have an extraordinarily high number of participants from lower-income- and low-and-middle-income countries. The primary motivation to join the MOOC was to gain knowledge and skills on the topic of climate change and health. CONCLUSIONS Health is a top priority for citizens worldwide, and our results show that (i) globally there is great interest in the topic of climate change and health and (ii) that the three MOOCs were adequate to teach a global and diverse audience in this topic, reaching even participants from resource-low countries. Therefore, MOOCs should be included in the discussion on how to disseminate knowledge and methodological expertise globally, as they are an effective mean to explain and teach about the complex links and dynamics between climate change and health.

The effect of content-related and external factors on student retention in LMOOCs

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Kolbrún Friðriksdóttir
Keyword(s):  
Student Engagement ◽  
Language Learners ◽  
Second Language Learners ◽  
Online Courses ◽  
Positive Impact ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Related Factors ◽  
Specific Factors ◽  
The Impact

Abstract Commonly, low completion rates in massive open online courses have called into question the quality of their learning materials and instruction. This paper attempts to identify crucial factors of engagement and retention in language massive open online courses (LMOOCs) in the context of the open online program of Icelandic Online, a self-guided course for second language learners of Icelandic. The study seeks to explore the impact of factors associated with the course’s instructional design on engagement and retention and reveal crucial determinants of attrition. The study depends on survey and tracking data from 400 learners and qualitative data from 62 informants in one course. It builds on previous studies on student engagement and retention in LMOOCs (Friðriksdóttir, 2018, 2019). The present study identified six content-specific factors that the majority of participants considered to be important for their motivation. Some factors, such as gradual and scaffolded presentation of input, had a positive impact on retention. Furthermore, statements from learners in the study who disengaged before completing show that non-course-related factors, such as time constraints, affect LMOOC retention. The study provides a new framework for how to promote student engagement and suggests specific strategies for other LMOOC developers.

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