Massive Open Online Courses (MOOCs) A Boon to Modern Era of Education for Online Teaching-Learning

2020 ◽  
Author(s):  
Nilanjana Purkayastha ◽  
Manoj Kumar Sinha
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Teaching Learning ◽  
Modern Era

scholarly journals Unparalleled Experiences of Online Medical Education during COVID-19 Pandemic

2021 ◽  
Author(s):  
Mie Mie Sein ◽  
Mya Sanda Khaing ◽  
Tin Tin Thein ◽  
Fatimah Ahmedy
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Movement Control ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Alternative Teaching ◽  
Control Order ◽  
Novel Coronavirus ◽  
Teaching Learning ◽  
Economy And Education

The novel coronavirus (COVID-19 or Sars-C0v2) pandemic in Malaysia have adversely affected the country in many aspects especially the economy and education sectors. Schools and universities alike are facing challenges in providing quality education to the students  especially during the conditional movement control order (CMCO) periods, where many educational institutions have to close for the safety of students and personnel. Many strategies have been recommended to improve the quality of online teaching to enhance student engagement  in the teaching learning processes. MOOC or Massive Open Online Courses are one of the alternative teaching strategies to advocate the students to access education remotely. Massive Open Online Courses (MOOCs) can be attended by hundreds of students in their own pace and time, which enable them to study from anywhere, at any time virtually. Thus, MOOCs have risen as an alternative option in addition to other  online educational platforms. It is time to take advantage of the uncertain period of COVID-19 into an opportunity to develop the MOOCs as an educational tool for our students. The benefits of MOOCs are self-paced, self-directed, interactive and accessible by unlimited users.

scholarly journals Topic Discovery of Online Course Reviews Using LDA with Leveraging Reviews Helpfulness

2019 ◽  
Vol 9 (1) ◽  
pp. 426
Author(s):  
Fetty Fitriyanti Lubis ◽  
Yusep Rosmansyah ◽  
Suhono H. Supangkat
Keyword(s):  
Topic Modeling ◽  
Online Courses ◽  
Influential Factors ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Small Scale ◽  
Massive Open Online ◽  
Topic Discovery ◽  
Modeling Approach ◽  
Teaching Learning

Despite the popularity of the Massive Open Online Courses, small-scale research has been done to understand the factors that influence the teaching-learning process through the massive online platform. Using topic modeling approach, our results show terms with prior knowledge to understand e.g.: Chuck as the instructor name. So, we proposed the topic modeling approach on helpful subjective reviews. The results show five influential factors: “learn easy excellent class program”, “python learn class easy lot”, “Program learn easy python time game”, and “learn class python time game”. Also, research results showed that the proposed method improved the perplexity score on the LDA model.

The Peril and Promise of Pre-Tests in Informal Massive Open Online Courses

2020 ◽  
pp. 22-36
Author(s):  
Maria Janelli ◽  
Anastasiya Lipnevich
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Design Strategies ◽  
Massive Open Online ◽  
Online Teaching And Learning ◽  
Challenges And Opportunities ◽  
Digital Pedagogy ◽  
Practical Implications

With more than 100,000,000 learners from around the world, massive open online courses (MOOCs) are a popular online learning resource. Because this type of online teaching and learning is relatively young, published MOOC research is not as voluminous as traditional educational research. This presents both a challenge and an opportunity. The challenge is that best practices are not always clear, and there is not much MOOC research upon which to draw for specific instructional design strategies. The opportunity is to harness the power of MOOC platforms themselves to conduct research that examines and identifies effective digital pedagogy. In this chapter, the authors describe some of these challenges and opportunities. Specifically, they draw upon a multivariate experimental research study that examined the effects of pre-tests and feedback on learning and persistence in a MOOC. They offer practical implications that are related to study findings.

Massive Open Online Course Management

2015 ◽  
pp. 89-105
Author(s):  
Ana M. Pessoa ◽  
Luis Coelho ◽  
Ruben Fernandes
Keyword(s):  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Course Management ◽  
Massive Open Online ◽  
Science And Engineering ◽  
Massive Open Online Course ◽  
E Learning ◽  
Teaching Learning

Massive Open Online Courses (MOOC) are gaining prominence in transversal teaching-learning strategies. However, there are many issues still debated, namely assessment, recognized largely as a cornerstone in Education. The large number of students involved requires a redefinition of strategies that often use approaches based on tasks or challenging projects. In these conditions and due to this approach, assessment is made through peer-reviewed assignments and quizzes online. The peer-reviewed assignments are often based upon sample answers or topics, which guide the student in the task of evaluating peers. This chapter analyzes the grading and evaluation in MOOCs, especially in science and engineering courses, within the context of education and grading methodologies and discusses possible perspectives to pursue grading quality in massive e-learning courses.

Online Teaching

2014 ◽  
pp. 186-200 ◽  
Author(s):  
Canan Blake ◽  
Eileen Scanlon
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Online Activities ◽  
Learner Experience

This chapter presents a description of Massive Open Online Courses (MOOCs), their brief history and some examples. Then the chapter focuses on online learning and how research on distance education can be used to inform the design of these courses. In particular, the authors consider research in the following areas: improving learner experience, online activities, and assessment.

Massive Open Online Courses as a Specific Type of E-Learning

2020 ◽  
pp. 165-192
Keyword(s):  
Direct Relationship ◽  
Online Courses ◽  
Learning Processes ◽  
Massive Open Online Courses ◽  
Free Access ◽  
Massive Open Online ◽  
Teacher Student ◽  
E Learning ◽  
Training Courses ◽  
Teaching Learning

In recent years, training based on activities and courses with teaching-learning processes mediated by technology has been promoted. Massive Open Online Courses (MOOCs) have opened the possibilities in terms of design, offer, and access to training courses. Considered as a very specific type of e-Learning, they are free access and non-limited in the number of students, and they automate the evaluation processes without a direct relationship between teacher-student. There are several types of MOOCs, but the most popular are xMOOCs, usually traditional university e-Learning courses adapted to MOOC platform features. cMOOCs are oriented under the guidelines of the connective learning. With the popularization of MOOC courses from many universities, the number of web platforms with these courses has increased. Some of these platforms are Coursera, edX, Miriadax, and platforms and tools such as Course Builder and Canvas.

scholarly journals Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Aras Bozkurt ◽  
Whitney Kilgore ◽  
Matt Crosslin
Keyword(s):  
Learning Community ◽  
First Generation ◽  
Online Courses ◽  
Actor Network Theory ◽  
Learning Opportunities ◽  
Massive Open Online Courses ◽  
Teaching Presence ◽  
Massive Open Online ◽  
Research Findings ◽  
Teaching Learning

Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’ needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.

Project based Case Learning and Massive Open Online Courses

2015 ◽  
Vol 13 (3) ◽  
pp. 53-60 ◽  
Author(s):  
Bo Jian ◽  
Cheng Yang
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Learning By Doing ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
New Approach ◽  
Massive Open Online Course ◽  
Practical Operation ◽  
E Learning

In this article, the authors provide a new approach to massive open online course: project based case learning. Although there are many online teaching websites, such as Coursera and Edx, most of the courses are video based. That is, students learn knowledge through watching lecture videos. This method may apply to theoretical subjects, but for engineering courses—since they have strong practical background—watching videos is not an effective way for these courses. In order to solve this problem, the authors offer this new approach: that is, students learn knowledge by playing as different roles and doing and concluding different tasks themselves. And all tasks form a whole project. This project based case learning method uses “learning-by-doing” as a central theme and E-learning as a carrier. Compared with video based learning, this new method is a combination of theory and practical operation that enable the students to master the knowledge in engineering subjects more thoroughly and profoundly.

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