scholarly journals Factors affecting the use of Massive Open Online Courses (MOOCs) from Learners’ perspectives in Saudi Arabia: A Case Study on the Students of King Saud University

2016 ◽  
Vol 17 (4) ◽  
pp. 77-111
Author(s):  
Dr. Uthman T. Alturki
Keyword(s):  
Saudi Arabia ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
King Saud University ◽  
Factors Affecting

scholarly journals Initial trends in enrolment and completion of massive open online courses

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Good Deal ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Factors Affecting ◽  
The Public ◽  
The Past ◽  
Course Length

<p>The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.</p>

scholarly journals The Challenge of Teaching Mobile Journalism through MOOCs: A Case Study

2020 ◽  
Vol 12 (13) ◽  
pp. 5307 ◽  
Author(s):  
Laura Cervi ◽  
José Manuel Pérez Tornero ◽  
Santiago Tejedor
Keyword(s):  
Online Courses ◽  
Pilot Project ◽  
Massive Open Online Courses ◽  
Open Learning ◽  
Massive Open Online ◽  
Current Challenge ◽  
New Models ◽  
Journalistic Practice ◽  
The Way

Smartphones have become a key social tool: They have changed the way people consume, receive and produce information, providing potentially anyone with the opportunity to create and share content through a variety of platforms. The use of smartphones for gathering, producing, editing and disseminating news gave birth to a new journalistic practice, mobile journalism. Incorporating mobile journalism is, thus, the current challenge for journalism educators. Our article aims at discovering whether new models of education, such as massive online courses, can help mobile journalism training. The research focuses on the first pilot project of a massive open online courses (MOOC) on mobile journalism, the Y-NEX MOOC. By assessing structure, functioning and participants’ opinion, the objective is to discover if MOOCs prove to be useful tools in mobile journalism training. Results show that this model of distance open learning can be helpful for mobile journalism training, providing some recommendations for improvement.

scholarly journals INVESTIGATING INHIBITING FACTORS AFFECTING MOOCS ADOPTION AMONG TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF INDIA

2021 ◽  
Vol 11 (2) ◽  
pp. 87-94
Author(s):  
Priyanka Bhaskar ◽  
◽  
Amit Joshi ◽  
Padmalosani Dayalan ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Financial Barriers ◽  
Factors Affecting ◽  
Intention To Adopt ◽  
Inhibiting Factors

Massive Open Online Courses (MOOCs) has the potential to eradicate the digital divide and endorse education globally among the learners in the education industry. Through MOOCs platforms, teachers can upgrade their knowledge skills and abilities in their respective fields. The present study aims to identify the inhibiting factors underlying the adoption of MOOCs by teachers employed in higher education institutions. The research has employed an Interpretative Phenomenological Analysis of qualitative research methodology. In this research, teachers from the identified Universities of Uttarakhand, India are selected as the respondent to investigate the factors affecting the adoption of MOOCs. Findings reveal that technological barriers, financial barriers, and lack of awareness act as inhibiting factors in adopting MOOCs by teachers of HEI. This study also contributes to the literature by assessing the factors influencing teachers’ intention to adopt Massive Open Online Courses for learning. Through this paper, the three stakeholders of MOOCs, that is teachers, HEI and MOOC provider are suggested measures that will enhance the support and acceptability of the online courses.

scholarly journals Identifying and Characterizing Students Suspected of Academic Dishonesty in SPOCs for Credit through Learning Analytics

2020 ◽  
Author(s):  
Daniel A. Jaramillo-Morillo ◽  
José A. Ruipérez-Valiente ◽  
Mario F. Solarte Sarasty ◽  
Gustavo A. Ramírez-González
Keyword(s):  
Academic Dishonesty ◽  
Learning Analytics ◽  
Online Courses ◽  
Market Value ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Working Groups ◽  
Academic Recognition ◽  
The University

Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills. However, the endemic issue of academic dishonesty remains lingering and generating untrustworthiness regarding what students did to complete these courses. In this case study, we focus on SPOCs with academic recognition developed at the University of Cauca in Colombia and hosted in their Open edX instance called Selene Unicauca. We have developed a learning analytics algorithm to detect dishonest students based on submission time and exam responses providing as output a number of indicators that can be easily used to identify students. Our results in two SPOCs suggest that 17% of the students that interacted enough with the courses have performed academic dishonest actions, and that 100% of the students that were dishonest passed the courses, compared to 62% for the rest of students. Contrary to what other studies have found, in this study, dishonest students were similarly or even more active with the courseware than the rest, and we hypothesize that these might be working groups taking the course seriously and solving exams together to achieve a higher grade. With MOOC-based degrees and SPOCs for credit becoming the norm in distance learning, we believe that if this issue is not tackled properly, it might endanger the future of the reliability and value of online learning credentials.

Sign in / Sign up

Export Citation Format

Share Document