This paper aims at reviewing and applying constructivism, as a learning theory, in the design and development of automated technologies for Massive Open Online Courses in higher education. Although new in the field of online education, these courses hold the promise of ensuring many people get access to higher education. As it promises many advantages, its multiple challenges also lurk around. Applying the right learning theories would provide a platform that delivers a learning environment which is both automated (to account for the high number of users) and personalized. The methodology uses big data technologies and natural language processing skills to provide quality interaction between platform and student. A review of the types of MOOCs is done, and the challenges of delivery and assessment which limits its recognition as a standard means of education. Then, the use of software agents is explored to accommodate for the stream of big data generated by the high number of students. Learning theories and styles, which are relevant in the design of these courses, are also discussed. Finally, a model is proposed which employs software agents and constructivism (as a learning theory) to make massive open online courses more student-oriented.
Online Courses In Higher Education Field Of Online Education Learning Theories Use Of Software Agents High Number Of Students Massive Open Online Courses Courses In Higher Education Big Data Technologies Challenges Of Delivery Online Courses In Education
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Climate change Research Articles published between Jan 23, 2023 to Jan 29, 2023
Jan 30, 2023
Articles Included: 3
Climate change adaptation has shifted from a single-dimension to an integrative approach that aligns with vulnerability and resilience concepts. Adapt...Read More
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