أساليب التقويم المرحلي الإلكتروني بالمقررات المفتوحة المصدر واسعة الإلتحاق و أثرها في الدافعية للإنجاز و تنمية مهارات استخدام أنظمة إدارة المحتوى لدى طالبات الدراسات العليا جامعة الملك سعود = The E- Formative Evaluation Methods in Massive Open Online Courses and Its Impact on Achievement Motivation and Developing the Skills of Using Content Management Systems for Graduate Students of King Saud University

2016 ◽  
pp. 17-66
Author(s):  
إيناس السيد محمد أحمد
Keyword(s):  
Graduate Students ◽  
Achievement Motivation ◽  
Formative Evaluation ◽  
Online Courses ◽  
Content Management ◽  
Massive Open Online Courses ◽  
Management Systems ◽  
Massive Open Online ◽  
King Saud University ◽  
Content Management Systems

Fact or Myth? An Overvies of MooCs for their Capacity to Bridge the Skills Gap

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Ayse Kok Arslan
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Online Courses ◽  
Bachelor's Degree ◽  
Massive Open Online Courses ◽  
Retention Rates ◽  
Literature Analysis ◽  
Skills Gap ◽  
Job Market ◽  
Massive Open Online

<p align="justify"><em>The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, "graduate students," or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged.</em><em></em></p><p align="justify"><em>It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.</em><em></em></p>

scholarly journals Investigating the Relationship Between Task Complexity, Cognitive Ability and Disorientation in Hypertext Navigation

2018 ◽  
Vol 13 (4) ◽  
pp. 431-443
Author(s):  
Alper Bayazıt ◽  
Servet Bayram ◽  
Gonca Kızılkaya Cumaoğlu
Keyword(s):  
Cognitive Ability ◽  
Information Seeking ◽  
Online Courses ◽  
Task Complexity ◽  
Massive Open Online Courses ◽  
Management Systems ◽  
Massive Open Online ◽  
Web Based ◽  
Navigation Patterns ◽  
The Relationship

Learning Management Systems, Massive Open Online Courses, Wikis are designed in hypertext format which has a more participative and potentially paradigm-changing environment for building and sharing knowledge. In these environments, the students navigate on their own for gaining the objectives (learning) or information seeking (searching). However, the users sometimes faced with a common and serious problem called disorientation which is defined as a feeling lost in web based environments. It is important to determine the reasons for disorientation in order to make the students to navigate more efficiently in these environments. Thus, the purpose of this study is to investigate the relationship between the navigation patterns, disorientation level and students’ cognitive ability. For this purpose, an experimental research was designed and 223-page wiki environment was developed as a network structured hypertext environment. Sixty-nine university students’ navigation processes including 6.880 row log data were recorded in order to measure their disorientation scores. In addition, we found that while the task was more complex, the disorientation score was decreased. Possible causes of the results are discussed. Keywords: Disorientation, cognitive ability, hypermedia navigation, task complexity

scholarly journals MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
David Santandreu Calonge ◽  
Mariam Aman Shah
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Online Courses ◽  
Bachelor's Degree ◽  
Massive Open Online Courses ◽  
Retention Rates ◽  
Skills Gap ◽  
Review Of The Literature ◽  
Massive Open Online ◽  
Qualitative Systematic Review

<p class="3">The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers.  Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation.  Faced with this dilemma, “graduate students,” or more specifically newly graduated students, with a with bachelor’s degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. </p><p class="3">It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas.  Examinations into their broader uses, benefits, and potential pitfalls have been limited to date.  Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills.  As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today’s graduates and employability, and MOOCs and graduate skills.  Through analysing the literature in these areas, this paper identifies gaps in the existing literature.                  </p>

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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