scholarly journals Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

2018 ◽  
Vol 8 (2) ◽  
pp. 40 ◽  
Author(s):  
Maya Kaul ◽  
Maija Aksela ◽  
Xiaomeng Wu
Keyword(s):  
Environmental Education ◽  
Community Of Inquiry ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

scholarly journals The Characteristics of Successful MOOCs in the Fields of Software, Science, and Management, According to Students’ Perception

10.28945/3614 ◽  
2016 ◽  
Vol 12 ◽  
pp. 247-266 ◽  
Author(s):  
Simona Holstein ◽  
Anat Cohen
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Course Success ◽  
Massive Open Online Course ◽  
Software Science ◽  
Quantitative And Qualitative Methods

The characteristics of successful MOOCs were explored in this study. Thousands of student reviews regarding five xMOOCs (Massive Open Online Course) in the fields of software, science, and management were extracted from the Coursetalk website and analyzed by quantitative and qualitative methods using the Garrison, Anderson, and Archer (2000) Community of Inquiry (CoI) model. The 14 characteristics found to contribute to the success of MOOCs (e.g., teacher, atmosphere, exercise) were partitioned into the teaching, social, and cognitive presence elements. In addition, cluster analysis revealed five types of learners, based on the characteristics they mentioned for course success: atmosphere, exercise, teacher, exam, and unspecified. This divides learners into groups that may prefer social, cognitive, or teaching presence. The findings of this study negate the perception that xMOOCs mostly contain teaching presence elements. This research contributes to the understanding of characteristics that contribute to successful MOOCs and sheds light on the students, too. Listening to the voices of the students and the types of characteristics that they chose to mention, enables further exploration of their preferences and expectations regarding MOOCs and, accordingly, to future adaptation between students’ preferences and MOOC characteristics.

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

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

scholarly journals A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial

2015 ◽  
Vol 61 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Mohammad S Hossain ◽  
Md. Shofiqul Islam ◽  
Joanne V Glinsky ◽  
Rachael Lowe ◽  
Tony Lowe ◽  
...  
Keyword(s):  
Spinal Cord ◽  
Spinal Cord Injuries ◽  
Randomised Trial ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Physiotherapy Students
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