Enhancing MOOCs peer reviews validity and reliability by a fuzzy coherence measure

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.

Poe in Cyberspace: Poe MOOC Blog

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.

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.

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 study explores the issues of organizing foreign language training for future economists enrolled in undergraduate programs at transport university using massive open online courses. Modern labor market conditions and the current situation in the world require the introduction of innovations in the process of professional training and the study of foreign languages at transport university is no exception. As an innovative means of teaching a foreign language to students of Economics at transport university the author considers subject massive open online courses in a foreign language. The leading online-platforms for their relevance to the research problem were investigated. The selection of massive open online courses that meet the requirements stated in federal state educational standards, STU curricula and disciplines implemented at the department of “English Language” was carried out. The methodological model for organizing independent learning of students at transport university using massive open online courses was developed. It is suggested that the use of massive open online courses in teaching a foreign language to future economists at transport university can lead to higher educational results. KeywordsMassive open online courseMoocForeign languageTransport university

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.

The present paper examines the implementation of a massive open online course and project-based learning to develop the digital competences of preservice teachers. The course design was based on the Digital Competence Framework for Citizens. The study evaluates the effectiveness of the implemented massive open online course and project-based learning in developing digital competences and assesses student satisfaction with these methods. A total of 166 students participated in the study during two academic years. The massive open online course and project assignments are compulsory components of the ICT in Education course. Students completed the massive open online course in an online classroom and demonstrated basic knowledge and understanding by achieving a passing grade. Through project-based learning, they developed digital competences at higher cognitive levels. At the end of the academic year, anonymised student feedback was collected on satisfaction with the lessons delivered, the support received from the mentors, the feedback received, and assessment through the massive open online course and project-based learning. The results indicate significant progress in digital skills, especially in digital educational content creation. The study also revealed high levels of student satisfaction with the lessons delivery, mentor support and feedback. The students rated the assessment through projectbased learning positively, indicating the effectiveness of this method. Recommendations are made for improving training and promoting digital competences of students. The study contributes to understanding the importance of integrating digital literacy into educational programmes and provides guidelines for developing effective approaches to promote digital literacy, which is essential for preparing students for future professional challenges and active citizenship in a technologically advanced world.

This study is based on a massive open online course titled Aboriginal Worldviews in Education, which was created and instructed using various Indigenous pedagogies. Despite significant pedagogical differences between massive open online course and Indigenous pedagogical learning environments, this study builds the case that various Indigenous pedagogies can effectively be incorporated in a massive open online course. The study found that holistic pedagogies were effectively applied by centering course creation and instruction around Medicine Wheel teachings. The article details the various experiential and self-reflective activities that were applied to the massive open online course, and that were found to effectively address the spiritual, emotional, and physical quadrants of the Medicine Wheel that are normally overlooked in courses that stress intellectual learning. The article also suggests directions for the development and redevelopment of massive open online courses to better include Indigenous pedagogies.

The purposes of this study were: 1) design Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation, 2) suitability assessment of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation. The research methodology was composed of two parts: the first part involved theories and research papers relating to massive open online courses, augmented reality, elements synthesis, and the design of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation; the second part involved suitability assessment of this approach. Data were analyzed by using the statistic of the mathematic mean (x̄) and standard deviation (S.D.). The overall result with regard to the suitability of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation by seven experts was assessed at a very high level, which can be applied to real situations.

IntroductionA massive open online course (MOOC) represents a means to learning in an online environment which provides open access for unlimited participants, enabling more than traditional learning models and materials including recorded lectures, quizzes, interactive forums and communities [1]. The necessity for MOOCs came along with the digital era, the need of gathering knowledge at a fast pace and lifelong learning, therefore new approaches had to be considered to fulfil the learner's needs [2].The purpose of this analysis is to identify the main characteristics of this type of learning by comparing the most used open access learning platforms and the facilities they offer considering that they generate interest from different parties, not only universities but also business capitalists who can identify an opportunity worth exploring in this field. This is one of the main reasons why start-ups like Coursera have begun collaborating with well-known universities around the globe, others have decided to make their courses available online through a platform like edX and even large companies are considering to use a MOOC approach in the sector of higher education [3]. MOOCs promise to offer an alternative to higher education which breaks the pattern of known university-level education models, therefore it is important to explore the engine behind open online course platforms.Because massive open online courses have been recently introduced as a modern learning method, the field of research in MOOCs is in its early stages and the available literature analyzing MOOC platforms is relatively limited. The reviewed literature aims to uncover the features which determine the quality of an online course platform compared to another.From a general perspective MOOCs have a series of specific features that should be part of any platform that belongs to this area of education. In [4] five principles were recommended for designing a MOOC. The first one refers to the meaningful content provided by the platform in spite of its massive feature. This is achieved by avoiding large flows of ideas by keeping the topics on point, by using stimulating materials or examples shared by more experienced students on the discussion boards. The second principle is the engagement of the students who enroll, which represents a challenge also because of the size of the online courses which makes it impossible for instructors to have individual contact with all the students and influence their will to finish what they started. This can be accomplished with the help of traditional teaching techniques or with social engagement that can be provided through networked interaction forms such as forums or chat rooms. The measurement of the student's progress and the course's effectiveness represents the third principle. The online characteristic of MOOCs enables a correct evaluation of the course's efficacy. This principle is useful for both the student who can see his own improvement and the instructors who can improve their materials when these prove ineffective. The accessibility is yet another fundamental aspect of MOOC design since the education level of the students who enroll may vary from none (in matters of higher education) to PhD and the same goes for the extent to which they are familiar with the topic they want to tackle. Finally, the last principle is the scalability which refers to the ability to grow rapidly in size without making significant changes to the existing structure.When analyzing comparative studies about massive online platforms, more practical characteristics are discovered. One of the key aspects focused on by the research community is the learning theory applied. According to [5] the commonly used MOOCs of our time (Udacity, Coursera, edX, Udemy) fall into the xMOOC category which tends to adopt a traditional behaviorist model. They are regarded as the most widespread and popular MOOCs and for this reason they have attracted the most attention from the researchers. …

The article presents the technology of implementation of massive open online courses in the system of e-learning of Masters in Electrical Engineering. The developed technology provides an opportunity to combine the learning process in the e-environment of higher education institution with learning in massive open online course, forms analytical skills and ability to share experience with others, to systematically monitor the learning process. The degrees of integration of the massive open online course into the system of e-learning of Masters in Electrical Engineering are described: high, sufficient, intermediate, initial. Optimally selected massive open online courses provide an opportunity to organically integrate them into the educational process. The experiment involved massive open online courses, which were developed according to the curriculum and work programs for Masters in Electrical Engineering, namely: "Electrical Technologies", "Automation of Technological Processes". During the verification of the obtained data using Pearson's criterion, it was determined that the proposed technology is effective.

The running security and stability of massive open online course's teaching network directly affect the implementation process of massive open online course's teaching tasks. In order to provide valuable reference data for the management and maintenance of the network, this paper puts forward an analysis method of abnormal traffic of higher vocational massive open online course's teaching network based on deep convolution neural network. According to the structure of the teaching network of massive open online course in higher vocational colleges, a network model is built. Under this model, the flow data is collected, and the preprocessing of the initial flow data is completed through data cleaning, standardized conversion and clustering. The deep convolution neural network is established, and the characteristics of network traffic data are extracted through back propagation iteration. After discrete detection and feature matching, the abnormal traffic in the teaching network of higher vocational massive open online course is detected, and the visual analysis results are obtained. Compared with the traditional network abnormal traffic analysis method, it is found that the detection error and missed detection rate of the optimized design method are reduced by 3.75MB and 1.02% respectively, the accuracy of traffic abnormal type analysis is increased by 1%, and the analysis speed is obviously improved.KeywordsDeep Convolution Neural NetworkTeaching in Massive Open Online CourseTeaching NetworkAbnormal Flow Analysis

Massive Open Online Courses (MOOCs) are an evolution of open online learning that enables people to study online and for little or no cost. MOOCs can provide learners with the flexibility to learn, opportunities for social learning, and the chance to gain new skills and knowledge. While MOOCs have the potential to also bring these benefits to disabled learners, there is little understanding of how accessibility is embedded in the creation of MOOCs. The goal of this research has been to understand the accessibility barriers in MOOCs and to develop processes to identify and address those barriers. In the extant literature, the expectations of disabled learners when they take up MOOCs are not discussed and studies on MOOCs that report demographic data of learners do not consider disabled learners. However, disabled learners can face difficulties in accessing MOOCs, and certain learning designs of MOOCs may affect their engagement, causing them to miss out on opportunities offered by MOOCs. Technologies and the learning design approaches for MOOCs need to be as accessible as possible, so that learners can use MOOCs in a range of contexts, including via assistive technologies. This research has investigated the current state of accessibility in MOOCs. It has involved the following: Interviews with 26 MOOC providers; including software developers, accessibility managers, inclusion designers, instructional designers, course editors and learning media developers; Comparative quantitative survey data involving disabled and non-disabled learners participating in 14 MOOCs; Interviews with 15 disabled learners which have captured their experiences; and An accessibility audit was devised and then used to evaluate MOOCs from 4 major platforms: FutureLearn, edX, Coursera and Canvas. This audit comprises 4 components: technical accessibility, user experience (UX), quality and learning design; 10 experts were involved in its design and validation. This research programme has yielded an understanding of how MOOC providers cater for disabled learners, the motivations of disabled learners when taking part in MOOCs, and how MOOCs should be designed to be accessible for disabled learners. A range of barriers to accessibility in MOOCs have been identified, and an accessibility audit for MOOCs has been proposed. An open online learning environment should take into account learners’ abilities, learning goals, where learning takes place, and the different devices learners use. The research outcomes will be beneficial to MOOC providers to support the accessible design of MOOCs, including the educational resources and the platforms where the MOOCs are hosted. The ultimate beneficiaries of this research project are MOOC learners because accessible MOOCs will help support their lifelong learning and provide re-skilling opportunities.