scholarly journals Student Teacher Awareness of MOOCS - Massive Online Open Courses

2017 ◽  
Vol 7 (6) ◽  
pp. 105-110 ◽  
Author(s):  
Shaheen Altaf Shaikh Shaheen Altaf Shaikh ◽  
Keyword(s):  
Student Teacher ◽  
Massive Online Open Courses ◽  
Teacher Awareness ◽  
Open Courses

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

scholarly journals MOOCS PARA O ENSINO DE LÍNGUAS: UM ESTUDO EM CALL DESDE UMA PERSPECTIVA CONECTIVISTA

2018 ◽  
Vol 62 (1) ◽  
pp. 75-89
Author(s):  
Marcus Vinicius Liessem FONTANA ◽  
Vilson José LEFFA
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Massive Online Open Courses ◽  
On Line ◽  
Open Courses

RESUMO Com o aumento da oferta na rede mundial de computadores dos chamados Cursos On-line Massivos e Abertos, mais conhecidos por seu acrônimo em inglês MOOCs (Massive Online Open Courses), cria-se a necessidade de que se pesquise de maneira mais aprofundada sua dinâmica, sua pedagogia e sua estrutura a fim de que se possa estabelecer um juízo sobre as possibilidades de uso efetivo desta nova ferramenta para o ensino de línguas estrangeiras. Neste trabalho, situado no âmbito das pesquisas em CALL (Computer Assisted Language Learning), partimos da perspectiva da Teoria Conectivista, estabelecida, sobretudo, a partir dos estudos de Siemens e Downes, para analisar dois cursos de línguas estrangeiras na modalidade MOOC, oferecidos em diferentes plataformas digitais: o curso de espanhol para estrangeiros oferecido pela UNED em plataforma própria e o curso de mandarim para hispanofalantes veiculado pela plataforma UNIMOOC. Em ambos os casos, evidencia-se que os cursos não cumprem o que prometem, apresentando falhas no processo de ensino, sobretudo no que tange à necessidade de criar espaços propícios à interação. Este trabalho inscreve-se em uma proposta de pesquisa mais ampla, cujo objetivo é estabelecer critérios adequados para a criação de MOOCs para o ensino de línguas estrangeiras.

A Multi-Criteria Decision Making Approach for Evaluation of MOOCs Platforms

2016 ◽  
pp. 510-537 ◽  
Author(s):  
Sunil Pratap Singh ◽  
Preetvanti Singh
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Distance Learning ◽  
Lifelong Learning ◽  
Multi Criteria Decision Making ◽  
The World ◽  
Massive Online Open Courses ◽  
Recent Trends ◽  
Open Courses ◽  
Education Courses

Technology and globalization have increased accessibility to higher education. In recent years, the concept of online or distance learning has expanded to a growing number of Massive Online Open Courses (MOOCs), i.e. enrolling in free higher education courses open for any Internet user. MOOCs are recent trends in distance learning promoted by several prestigious universities. This Chapter describes what MOOC is with review of the history, its characteristics, advantages, and different platforms for developing of MOOCs. The authors also discuss the multi-criteria nature of MOOCs and identify the parameters important for selecting a MOOC platform. It is hoped that MOOC will enhance accessibility, student engagement, and experiences for lifelong learning which will empower and inspire educators around the world and promote success in learning.

Evolving Instructional Technology

2020 ◽  
pp. 103-117
Keyword(s):  
Mobile Communications ◽  
Rapid Change ◽  
Successful Operation ◽  
Business Skills ◽  
Software Applications ◽  
Course Materials ◽  
Digital Devices ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Skills Education

Technology applied to education is developing and becoming more sophisticated at an increasingly rapid pace. Examples include both hardware and software applications among which are course materials such as those open course ware and massive online open courses. Mobile communications via portable and hand-held digital devices provide the means to acquire and interact with courses and course materials. These small devices show considerable promise for application in higher education by making a reality of learning anytime, anyplace. There are two keys to successful operation: the cloud and learning management systems (LMSs). These and yet-to-be-created technologies are making many jobs and occupations obsolete while creating new ones. This rapid change requires a new set of globally oriented people and business skills. Education systems must recognize this change and prepare students to meet the challenges. Two emerging technologies are 3-D printing and blockchain.

scholarly journals The Effects of Gamification in Online Learning Environments: A Systematic Literature Review

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 32 ◽  
Author(s):  
Alessandra Antonaci ◽  
Roland Klemke ◽  
Marcus Specht
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Online Learning Environments ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Number Of Publications ◽  
Game Elements

Gamification has recently been presented as a successful strategy to engage users, with potential for online education. However, while the number of publications on gamification has been increasing in recent years, a classification of its empirical effects is still missing. We present a systematic literature review conducted with the purpose of closing this gap by clarifying what effects gamification generates on users’ behaviour in online learning. Based on the studies analysed, the game elements most used in the literature are identified and mapped with the effects they produced on learners. Furthermore, we cluster these empirical effects of gamification into six areas: performance, motivation, engagement, attitude towards gamification, collaboration, and social awareness. The findings of our systematic literature review point out that gamification and its application in online learning and in particular in Massive Online Open Courses (MOOCs) are still a young field, lacking in empirical experiments and evidence with a tendency of using gamification mainly as external rewards. Based on these results, important considerations for the gamification design of MOOCs are drawn.

scholarly journals Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses

2020 ◽  
Vol 12 (7) ◽  
pp. 2893 ◽  
Author(s):  
Luis M. Romero-Rodríguez ◽  
María Soledad Ramírez-Montoya ◽  
Ignacio Aguaded
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Academic Community ◽  
Completion Rates ◽  
Energy Sustainability ◽  
Design Factor ◽  
Determining Factors ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Stanford Model

Massive Online Open Courses (MOOCs) are open educational activities that allow for distance learning and professional updating, although the academic community has questioned their effectiveness due to their low completion rates. This research analyzes which factors (personal, family, social, labor, and instructional design) are involved in the value expectations and engagement of the MOOCs and to what degree these affect the decision to enroll and the completion of the MOOC. To this end, in the context of 12 MOOCs on energy sustainability carried out between 2017 and 2018, 8737 participants were surveyed using two instruments designed according to theoretical constructs and expert judgment. The main results show that all the factors reviewed influence the decision to take a MOOC, although the “professional development” aspect has the most significant impact on participants who have graduated from technical and engineering careers. Additionally, this study emphasizes that the “instructional design” factor is decisive in the engagement of younger participants, showing that the conventional design of xMOOCs (Stanford Model) may be one of the most important reasons for the low completion rates of this type of course.

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