Cursos virtuales para la internacionalización del currículo: innovaciones disruptivas para docentes de educación superior

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.

Academic integrity, 170 Academic leaders e-leadership in management model, 52 lead innovation in teaching and learning processes, 55-56 needs of students and staff, 53-54 partnership-driven governance and leadership models for future of TNHE, 56 professional development of staff in home institutions, 55 strategic decision-making, 54-55 transformational approach during and after COVID-19 pandemic, 51-52 virtual teams and network development in partner institutions, 52-53 Academic leadership in TNHE, 46-47 Academic mobility, 114

Introduction: Informatics applied to health sciences has brought cutting-edge solutions to healthcare problems. However, the number of health professionals trained in "Health Informatics" is low. Virtual education, such as massive online open courses, provide the opportunity for training in this field. Objective: To estimate the global offer of massive online open biomedical informatics courses and characterize their content. Methods: A search for massive online open courses was conducted throughout December 2021 on 25 platforms offering these courses. The search strategy included the terms "health informatics" and "biomedical informatics". The application areas of biomedical informatics, platform, institution, duration, time required per week, language, and subtitles available for each course were evaluated. Data were analyzed descriptively, reporting absolute and relative frequencies. Results; Our search strategy identified 1333 massive online open courses. Of these, only 79 were related to health informatics. Most of these courses (n = 44; 55.7%) were offered through Coursera. More than half (n = 55; 69.6%) were conducted by U.S. institutions in english (n = 76; 96.2%). Most courses focused on areas of translational bioinformatics (n = 27; 34.2%), followed by public health informatics (n = 23; 29.1%), and clinical research informatics (n = 13, 16.5%). Conclusions: We found a significant supply of massive online open courses on health informatics. These courses favor the training of more professionals worldwide, mostly addressing competencies to apply informatics in clinical practice, public health, and health research.

Technology has always been part of our daily lives and pedagogic practices as in analogic resources such as books, pencils, chalk, blackboard, mimeograph, overhead projector, audio- and video-cassette, among others, and/or as digital resources including equipment and instruments for L2 use-teaching-learning inside and outside the classroom. Fabio Alexandre Silva Bezerra, in Remote English teaching-learning experiences in the teaching degree in English during the covid-19 pandemic: digital multiliteracies and intersectionality, brings a discussion on the use of digital resources for remote study and/or work in the context of social isolation, with emphasis on content-based instruction, multiliteracies, emergency remote education, and intersectionality while highlighting the importance of student proactivity, teacher flexibility, topic choice and text adequacy for good learning results. In Computer-Assisted Language Learning and Teacher Education: digital resources in online education during and beyond pandemic times, Cintia Rabello reports on a research study whose aim was evaluating the experience of learning a language with the mediation of digital technologies and of identifying that contribution to learning English. The authors resorted to bibliographic research comparing different approaches to language teaching with technology, such as COIL (Collaborative Online International Learning), MOOC (Massive Open Online Courses) and EMI (English Medium Instruction) to digital resources used in Brazilian universities.

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.

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.

The impact of modern digital technologies on the forms and methods of teaching in a modern university has been analysed. The characteristics of massive online open courses are described: they are regarded as a part of the digital and educational environment of a modern university, as well as a universal form of communication between society and the institution.
 The experience of Zentrums für Hochschullehre (Ukrainian analogue — a teacher training centre), whose employees create massive online courses, is described with the help of general scientific methods and the interview method. The factors that influenced the need to develop massive online courses at the university are substantiated and the philosophy of the university regarding massive online courses is characterised as an opportunity to attract a wide range of students, including potential applicants, who want to receive high-quality modern education. Also, the functions of the team that creates massive open courses are characterised.
 In the example of the case study of the University of Bayreuth, namely the course “Cellular Polymers”, the production cycle of creating massive open online courses, which consists of eight stages and takes from 8-10 months to a year, is examined in detail. Difficulties that may arise when creating massive open online courses are highlighted.
 The results of the internal audit of Zentrums für Hochschullehre to determine the effectiveness of massive online courses and the results of the author’s research on the perception of massive online courses by Ukrainian students are described. The interest of young people in taking such courses is proven, and typical problems that arise during training are presented (lack of motivation to complete the course, insufficient knowledge of the language, complex interface of the educational platform, etc.).
 It is proposed to gradually introduce massive open online courses into the activities of Ukrainian universities, primary recommendations are provided for those teachers who personally want to initiate the process of creating open online courses.

Massive open online course (MOOC) as a new type of online open courses has been widely used in the field of education for its advantages of better interaction, fragmentation and holistic of learning.MOOC is often designed to the forms of micro-video, including offline and online courses.The application of MOOC in diagnostics teaching can cover most of the knowledge points with the advantage of network resources, consider various levels of medical students with autonomous learning right, improve the mastering capabilities with the vivid contents, and enhance the learning efficiency with good interaction between teachers and students.However, we can′t ignore the deficiency of MOOC, such as it affects the quality of medical education for the fragmented knowledge, and it is unfavorable to the cultivation of students′ comprehensive qualities with the lack of school culture education. Key words: Diagnostics; Teaching; Massive open online course

This chapter reports on the project ‘Blending MOOCs (Massive Open Online Courses) into English Language Teaching (ELT) Education with Telecollaboration (BMELTET)'. BMELTET aims to foster reflection on ELT with a COIL (Collaborative Online International Learning) MOOC blend. It promotes the engagement of international students based in the UK and studying on a Master's degree in ELT, with students and staff based in universities in Brazil, China, and Spain and with the participants on the MOOC from all over the world. BMELTET aims to debunk the myth of the ‘native speaker' as the ideal teacher of English language, thus decolonising ELT through dialogic online intercultural exchanges in a safe ‘third space'. Data were collected via two online surveys, the analysis of the ‘live' Zoom exchanges, and focus groups with self-selected groups of students. This chapter reports on the impact that BMELTET had on the international students involved in it.

The Teaching Implementation of Computer Basis under the Background of MOOC

Poe in Cyberspace: Poe MOOC Blog

A massive open online course (MOOC) is an emerging online courses platform that solicited a massive participation, because it is accessible through the Internet. Students, who seek open courses in MOOCs, are influenced by the degree of social presence they perceive when interacting in such online learning communities. The online community design artifacts, that promote social presence in MOOCs websites, are critical to foster online students’ behavior.This study aimed to investigate a thorough list of online community design artifacts that could influence social presence perception in MOOCs websites. The list included categories related to the MOOCs instructor, students, and the MOOCs website. The study also investigates the impact of social presence on students’ behavior; satisfaction, enjoyment, and their attitude toward the website.To validate the research model, an online survey was utilized. Results indicated that the model explained a great share of the variance for the social presence.

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.

Self-regulated learning (SRL) is a cyclical process through which individuals plan their objectives, execute them and self-evaluate their own behavior so as to obtain their proposed goals. SRL has been investigated by different authors such as Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efklides and Hadwin, Järvelä and Miller and it's being applied in learning environments. This systematic review describes the current state of the art in terms of the support for SRL in Massive Online Open courses (MOOC) using technologies based on psychological models. 66 studies conducted between 2010 and 2020 were analyzed by searching three multidisciplinary databases: Scopus, Web of Science and Google Scholar. The review methodology steps were the review planning, the search, literature analysis and the results report. Results show SRL in MOOCs is an emerging study area incentivized by the high dropout rate of the participants in MOOC. Regarding models of SRL, the most representative author reported was identified as Zimmerman. The most prominent self-regulation strategies used by MOOCs participants are: Goal setting, Help Seeking, Time management, Self-evaluation and Strategic planning. The platforms with research on SRL in MOOCs that stand out are Coursera, Edx, Open Edx and Moodle. We identified tools which have been developed to support SRL in MOOC and a set of good practices useful to support SLR that can be used by MOOC designers and tutors. Finally, a series of open problems and challenges that could lead to new research on the topic of SRL in MOOCs have been identified.