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 A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

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.

Open Courses, Informal, Social Learning and Mobile Photography

2016 ◽  
Vol 8 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Mark McGuire
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Mobile Media ◽  
Connected Learning ◽  
Creative Commons ◽  
Open Courses ◽  
Personal Interests ◽  
The Way

This paper provides an overview of MOOCs (Massive Open Online Courses) and contextualizes them within the broader trends of open, informal and mobile learning. It then discuss Phonar Nation, a free, open, non-credit five-week photography course that was offered twice in 2014 using mobile media to reach youth from 12-18 years of age. The author argues that Phonar Nation highlights several related developments that are leading to positive innovations in education. Firstly, it is not only open access but also uses and produces Creative Commons-licensed content that is open to be shared. Secondly, it is collaborative in the way that it is taught and in the way that participants are encouraged to engage with one another through social media sites. Thirdly, Phonar Nation exemplifies an approach that advocates call “Connected Learning”, which is socially embedded, driven by personal interests, and oriented to further educational and economic opportunities.

scholarly journals MOOC Platforms: a Review and Comparison

2018 ◽  
Vol 7 (4.11) ◽  
pp. 70 ◽  
Author(s):  
Ummy Gusti Salamah ◽  
Rabab Alayham Abbas Helmi
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Google Scholar ◽  
Research Groups ◽  
Open Learning ◽  
Massive Open Online ◽  
Technological Infrastructure

For development courses in the Massive Open Online Courses (MOOC) requires the support of good technological infrastructure. Some MOOC platforms are part of the institution but some platforms are built by individual teachers or instructors. The objective of this study to reviews about characteristics in MOOC platforms and evaluation of comparison based on previous studies with specific in MOOC platforms. The databases in MOOC studies found in four databases namely Google Scholar, IEEExplore, Elsevier Science Direct, and Emerald. After the databases filtered, 20 papers in MOOC studies that selected and 4 databases related in development Open Learning and Udemy platforms. This study aims to bring the knowledge for the developer or research groups about MOOC platforms and as a consideration to choose which one suitable platforms to create, manage, and deliver courses.  

The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)

2016 ◽  
pp. 10-32 ◽  
Author(s):  
Carolin Fuchs
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Teacher Instruction ◽  
Online Language Learning ◽  
Learner’S Perspective ◽  
Structural Aspects

This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.

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