ДИСТАНЦІЙНЕ НАВЧАННЯ ЗАСОБАМИ МООС-ПЛАТФОРМ

Today there is a growing demand for Massive open online courses (MOOCs) on distance learning in higher education. Massive open online courses play a significant role in open, continuous, lifelong learning as a new trend and a new distance learning technology in education. There exist many opportunities to develop future pedagogues’ digital competence by creating and applying Massive open online courses. The research briefly summarizes the theory of development and application of a Massive open online course based on the analysis of foreign literature. Based on this, an elective course is offered to create a mass open online course. Before applying the MOOC, a survey was conducted for students of 1-4 courses of the specialty “Pedagogy and psychology” of Abay Kazakh National Pedagogical University in order to identify knowledge about digital educational resources, MOOC. 94 students took part in the survey. It was found that students were poorly informed about MOOC, but expressed a desire to study digital courses. Key words: digital competence, develop a digital competence, open education, distance learning, massive open online courses.

This chapter analyzes the instructional quality and learning design of different categories of online courses and their history, with a special focus on massive open online courses (MOOCs). Online courses have a long tradition that has gained public attention, broad interest, and huge numbers of participants thanks to the introduction of free MOOCs accessible online for all interested learners worldwide. In this chapter, we first define MOOCs, their characteristics, and history. Afterward, theoretical frameworks and practical instruments and tools based on scientific research are presented. From the beginning, the quality of MOOCs (and of online courses in general) has been debated. That led to discussions about the learning design and outcomes of MOOCs, which we introduce in the next section. Key research findings and practical validated instruments for designing and evaluating MOOCs (and online courses in general) are presented. Then following, the key benefits of MOOCs and the main arguments and scenarios for their usage are summarized. Based on our analysis of the research results, practices, and standards, a framework for categories and types of (massive open) online courses is proposed, called the typologies of online courses (TOC) framework. As part of the global community for open educational resources (OER) and in combination with the UNESCO recommendation on OER, MOOCs can play a significant role in achieving the SDG4 of the United Nations: inclusive and equitable quality education for all. This is true in particular during times of public lockdowns, such as during the ongoing COVID-19 pandemic.

This chapter analyzes the instructional quality and learning design of different categories of online courses and their history, with a special focus on massive open online courses (MOOCs). Online courses have a long tradition that has gained public attention, broad interest, and huge numbers of participants thanks to the introduction of free MOOCs accessible online for all interested learners worldwide. In this chapter, we first define MOOCs, their characteristics, and history. Afterward, theoretical frameworks and practical instruments and tools based on scientific research are presented. From the beginning, the quality of MOOCs (and of online courses in general) has been debated. That led to discussions about the learning design and outcomes of MOOCs, which we introduce in the next section. Key research findings and practical validated instruments for designing and evaluating MOOCs (and online courses in general) are presented. Then following, the key benefits of MOOCs and the main arguments and scenarios for their usage are summarized. Based on our analysis of the research results, practices, and standards, a framework for categories and types of (massive open) online courses is proposed, called the typologies of online courses (TOC) framework. As part of the global community for open educational resources (OER) and in combination with the UNESCO recommendation on OER, MOOCs can play a significant role in achieving the SDG4 of the United Nations: inclusive and equitable quality education for all. This is true in particular during times of public lockdowns, such as during the ongoing COVID-19 pandemic.

Massive open online course is a large-scale online open course, and massive open online course can spread all the teaching resources in the world through network channels, so that all students can learn online through the network. The asp-based network distance education system under the background of massive open online course is constructed, the parameter set of network distance education information distribution under the background of massive open online course under the hybrid cloud architecture system is designed, the graph model of network distance education information distribution under the background of massive open online course is obtained by using the method of directed graph structure feature decomposition, and the network distance education information scheduling model under the background of massive open online course is constructed by combining the methods of associated node scheduling and resource balanced allocation. The embedded protocol scheduling and PCI bus control methods are adopted to analyze the communication interface and database module of network distance education system under the background of massive open online course, to realize the resource feature matching and open source information fusion in the process of network distance education under the background of massive open online course, and to realize the optimized design of network distance education under the background of massive open online course under the hybrid cloud architecture and ASP architecture. The simulation results show that the output performance of the network distance education system design under the background of massive open online course is better and the system reliability is improved.

Massive open online courses (MOOCs) are currently the buzz word in the field of e-learning. By definition, MOOCs are massive courses considering the number of participants enrolled across the globe per course, are open accessed, and are available online. MOOCs have evolved along the trajectory of correspondence courses, radio- and television-broadcasts, and e-learning. Though various taxonomies to classify MOCCs exit, two types - Connectivist Massive Open Online Course (cMOOC) and Extended Massive Open Online Course (xMOOC) have distinctly emerged. cMOOC promotes creativity and interaction among participants, while xMOOC is used merely for knowledge dispersion. With increased and unrestricted use of internet, and with ease of developing new online platforms, MOOCs are proving to be an evolutionary phenomenon. Many universities and institutes of higher learning are using MOOCs for knowledge dispersion and skill development. Their role in faculty development, capacity and capability building in medical education arena is unequivocal. Potential of MOOCs can be well-tapped for conduct of continuing medical education programs, and programs for improving soft-skills and research skills in medical field for faculty development. This review details the concepts of MOOCs and their application in education field, particularly in medical education, and feasibility of developing MOOCs in India.

Information Communication Technology influences all dimensions of education. Especially in distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The MOOCs are categorized cMOOCs, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district,e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Indian distance education and providing open education to massive through MOOCs. This paper portrayed on Massive Open Online Course (MOOC), its different types of MOOCs, platforms for MOOCs, MOOCs in India, and its merits.

A massive open online course on the laws of thermodynamics has been designed using the 5Es (Engage, Explore, Explain, Elaborate, Evaluate) lesson planning methodology and delivered using everyday engineering examples to provide familiar contexts for both a global cohort of more than 3000 learners ranging in age from teenagers to septuagenarians in 137 different countries plus a large class of 355 university undergraduates. In addition to the structured pedagogy, the massive open online course included innovations in the use of practical exercises, that could be performed in the learner’s kitchen, and worked examples to enhance the learning experience. The massive open online course was provided in parallel with an introductory undergraduate course and as an additional learning resource for the undergraduate students. A little less than one-fifth of the undergraduates participated in the massive open online course and just over half of these responded that it would be an acceptable substitute for traditional lectures. The percentage completing the massive open online course was relatively high at 28% compared to 21% for other massive open online courses on the same platform, which is attributed to the pedagogy and strong support for social learning based on a survey of fully participating learners in the last week of the five-week course.

Poe in Cyberspace: Poe MOOC Blog

Problem and purpose. The article analyzes the development of massive open online courses (MOOC), their structure and application in the practice of higher education, the introduction of new experience and strategy of distance learning at the Department of Physical Culture of the Siberian Federal University. The purpose of the article is to analyze the stages of the emergence and development of one of the areas of distance learning – massive open online courses (MOOC) and to analyze their application in the educational process of the University. The methodology of the research is based on the analysis of theoretical materials and research works of foreign and domestic scientists on the development of massive open online courses and the experience in the implementation of massive open online courses. Results. The article is devoted to the theory and experience of using MOОС in the world and in the educational process of the University. The authors describe the main intermediate results of the massive open online courses introduction in the educational process at the Department of Physical Culture of the Siberian Federal University. The problems, errors in the work with the MOОС and the aspects correcting the errors in future are analyzed. Conclusion. The results obtained so far allow us to conclude that the possible option of using distance learning technologies in the form of MOОС in teaching the discipline of „Physical Culture” is effective but requires additional research and further considerations.

IntroductionThe rapid development of technology has influenced many aspects of our lives, especially related to studying and education. Electronic devices, software, learning platforms and internet have made learning easier and faster and also their quality seems to be improved by these new technologies. A recent development in higher education and distance learning is the Massive Open Online Course (MOOC) that offers free access and interactive participation to learners all around the globe through internet and other technologies. The purpose of MOOC platforms is to reinvigorate teaching and learning and to create a brand new virtual space for educational interaction. Furthermore, this approach of online learning is a great opportunity to both sides: consumers and providers, for consumers it is represented by the variety and the prestige of courses to be chosen from; for the providers it is about being free of obligation regarding the success of the course completion.What is a MOOC?A MOOC (Massive Open Online Course) is an online educational environment that allows a large number of students from anywhere in the world to follow online courses in any field of study. The instructors come from elite universities and teach using videos and presentations. At the same time, people who enroll in these courses are able to connect with a community of instructors and learners with similar interests. At the end of the course, students who graduate may obtain a certification.[1]MOOCs began as a development of the OER (Open Education Resources) movement that encourages free learning, teaching and research materials. The first MOOC took place in 2008; it was called Connectivism and Connective Knowledge and was led by George Siemens and Stephen Downes in front of 25 tuition-paying students and over 2200 online students. Online students had free access to the course content through RSS feeds, blog posts, online discussions and meetings. [2]Based on the education models, study authors split MOOCs in two categories: cMOOCs centered on George Siemens's connectivism theory and xMOOCs that look a lot like traditional courses. xMOOCs are criticized by cMOOCs co-founder Stephen Downes for the reason that they are not different by much from digital textbooks or television shows with an online quiz component. [3]As Stephen Downes explains in a 2011 Huffington Education article, the connectivist approach is not about transmitting and memorizing course content, but about forming neuron connections as a result of experience, through interaction with a community of fellow learners. He identifies four main activities in connectivist MOOCs: aggregation of content as each participant should select what seems important from the material, remixing by associating materials they read, repurposing concepts or ideas they learned about and feeding forward which means sharing one's work with the world. [4]Alternatively, xMOOCs are based on traditional learning methods: they are organized around short video lectures followed by assessments in the form of quizzes. xMOOCs are usually provided by higher education institutions or for-profit companies rather than a group of individuals with a passion for a specific area of study. The first xMOOC took place in 2011 when 160 000 students registered for ''Introduction to Artificial Intelligence course led by Sebastian Thrun and Peter Norvig from Stanford University, thus increasing MOOC's popularity. [5]Lifelong learnersKnowledge acquiring is unavoidable and prepares us for real life experience in the world around us. This is the motivation of lifelong learners for self-development, both personal and professional. Lifelong Learning Platforms are designed for every person, no matter the stage of his/her life or the level of knowledge. Lifelong learners are self-motivated individuals driven by their actions to move forward with the same speed that technology does. …

What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review

Describe the use of two massive open online courses designed to provide education on patient safety. Review follow-up evaluation data from the courses. DISCLOSURE STATEMENT: Neither the planners nor the authors have any conflicts of interest to disclose. The Nursing School of the University of Cantabria conducted a training session on patient safety through two massive open online courses (MOOCs) aimed at the general population and especially Spanish-speaking health professionals. This study aimed to analyze the profile of health professionals who have completed the courses, their degree of satisfaction, and the percentage of completion. In this retrospective and observational study, two MOOCs on clinical safety were created through an online platform (MiríadaX). Quantitative analysis of the profile of health professionals, their degree of satisfaction, and the percentage of completion was performed. A total of 12,400 students were enrolled, and the average completion rate was 32%. The profile of the average student was female, 37 years old, college educated, a nurse in a hospital, and interested in the course because it may be useful for performing her work. Fifty-five percent of students were very satisfied with the course. MOOCs are considered to be effective and easily accessible, with quality content for professional continuing education that encourages interdisciplinary work and meeting professionals from around the world.

The process of developing education is a vital and important issue around the world as it is an issue that is inherited through time, and it is one of the most important challenges facing the world. Distance education is one of the means of developing education through which knowledge can be spread and which can help people to overcome obstacles of time and space. Recently, teaching and learning systems have become completely dependent on e-learning, especially during the corona virus disease (COVID-19) pandemic since the world has turned to electronic transactions in all areas, especially in education, and the most used technology includes the use of online training courses such as massive open online courses (MOOCs). It provides great support to the distance learning process as it can facilitate the learning process by diversifying its contents via media, such as text and video. In addition, MOOCs are the most popular and effective online courses. The aim of this paper is to provide an in-depth analysis of the definition, characteristics and patterns of MOOCs. Also, this paper discusses the specific advantages and disadvantages of taking up MOOCs along with the different challenges that MOOCs are facing. In addition, various suggestions will be given to make improvements that can help in making process enhancements to MOOCs. Finally, this paper presents the importance of MOOCs in the COVID-19 era. We hope this paper will help instructors to understand how MOOCs can be made more efficient, enable learners to become more organised and increase their understanding of MOOCs, and will help education development system specialists to find suitable solutions for problems that MOOCs are facing. Keywords: Massive open online courses, e-learning, online courses, distance education, COVID-19.

This article provides a discussion of the usage of massive open online courses on the Coursera platform as a resource for non-formal education in Kazakhstan. The authors of this research define non-formal education as one of the strategies for students’ personal and professional development. The article aims to evaluate the efficacy of massive open online courses in improving the language level of language majors studying. The usage of a variety of methods including theoretical and comparative analysis, pedagogical experiment, testing and content analysis are described to illustrate the findings collected during the study process. The methods of mathematical statistics, such as the non-parametric statistical criterion Mann-Whitney U-test and SPSS Statistics 27.0 program were utilized in this research. 68 3rd year students of the educational program “Foreign Language: Two Foreign Languages” of Pavlodar Pedagogical University named after Alkey Margulan took part in the pedagogical experiment. Data were collected from 4 massive open online courses on the Coursera platform: “Work Smarter, Not Harder: Time Management for Personal & Professional Productivity”, “Programming for Everybody (Getting Started with Python)”, “Project Management: The Basics for Success” and “Leading teams: Building Effective Team Cultures”. The empirical study and the conclusions demonstrated that massive open online courses on the Coursera platform increase the level of language proficiency by 23.6%, allowing students to realize their goals outside the university, and also develop their metacognitive abilities.

A quantitative research approach with descriptive research design was used for this study. MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education. The possibility for MOOCs to deliver high-quality and contextualized learning content in the most under-served regions of the world is only recently being explored. Objectives: To assess the awareness and attitude towards massive open online courses among under graduate nursing students and to associate the awareness and attitude towards massive open online courses among under graduate nursing students with selected demographic variables. Methodology: Non-probability purposive sampling technique was used for sample selection. Data was collected from 89 undergraduate students using structured questionnaire for assessing awareness and likert scale to assess attitude towards MOOC. Data collection was done using Google forms and analysed using descriptive and inferential statistics. Result: Majority (71.9%) were found in the age group of 19-21 years, (77.5%) had never enrolled for any massive open online course before. Mostly (50.56%) had poor awareness regarding massive open online course and (53.9%) had satisfactory attitude towards MOOC. There is no significant association between awareness and attitude of students who have enrolled far MOOC prior. Conclusion: The study reveals that mostly undergraduate students have poor awareness and satisfactory attitude towards MOOC. Keywords: MOOC: massive open online courses, awareness, attitude, undergraduate students.