Development Of MOOC Research Articles

Online Education: Prospects of Development in Russia

Nowadays two mainstreams of “Globalization of online education” and “Its individualization” can be observed in the area of distance and online education. This article aimed at outlining some possibilities of foreign-language online courses that meet the trends mentioned above, as well as identifying tendencies in the development of distance education in Russia. Our paper is devoted to the analysis of MOOC market, both on a national as well as a worldwide basis. MOOCs integrate virtual educational space at the global level and their main characteristics include massive involvement, openness, online interaction between students and teachers in chats, video conferences, forums, automatic assessment of student performance while performing tests, and the system of mutual evaluation of each other's works by students. To further investigate the subject, the following methods were used: system analysis, synthesis, and generalization, as well as the method of comparison when identifying main trends in the development and dissemination of MOOC.

Design of Programming Experiment Course Platform Based on MOOCs

It is the flourishing development of MOOCs that brings new mode of educa-tion. The paper focuses on the improvement of the teaching methods of pro-gramming experiment course in the environment of MOOCs, the develop-ment of experimental platform for innovative teaching methods, and the as-sessment methods of student learning. The current research and use of MOOCs are discussed, and its application in the programming experiment course. According to the present research analysis, the online programming experiment course platform is built, and a kind of online assessment system for students' achievement evaluation methods is elaborated. The academic performance and interest in learning are improved when experiment course platform is applied through two years teaching comparison. It is feasible to adopt the online platform for programming experiment course.

Innovative Work of University Libraries for Assisting MOOC Instruction

The rise and development of MOOC brings opportunities and challenges not only to the instruction and scientific research of the universities but also to the library daily work in China’s universities. On the basis of reviewing the birth and theoretical foundation of MOOC instruction, the relationship between university libraries and MOOC instruction is analyzed. Five aspects of university libraries’ innovative work in the MOOC era are put forward, which include carrying out all-round publicity and promotion, providing information sharing space combined with reality, improving the MOOC literacy of subject librarians, constructing MOOC course of “Information Retrieval”, and constructing the integration platform of MOOC courses. As an important teaching auxiliary department of university, libraries should continuously explore and innovate new method of work and service, and university librarians should make innovative efforts and obtain more professional abilities to assist MOOC instruction.

Contribuições para um Framework para Avaliação de Qualidade e Eficácia de MOOCs

O objetivo do presente artigo é o de oferecer contribuições para formulação de frameworks como ferramentas de suporte ao desenvolvimento de MOOCs mais eficientes e com melhor qualidade. Dois estudos de caso foram realizados com MOOCs financiados pela Comissão Europeia, cujo principal objetivo é o de introduzir educadores presenciais junto a algumas experiências pedagógicas positivas em ambiente virtual, e que podem ser aplicadas ao ensino presencial. Os resultados levaram à observação de que, embora o MOOC em análise tenha demonstrado conformidade com relação à maioria dos principais fundamentos pedagógicos, vários outros importantes aspectos pedagógicos secundários, designs instrucionais, assim como a usabilidade da plataforma educacional, não receberam a atenção necessária. Os resultados do presente estudo conduziram à conclusão de que frameworks, concebidos como ferramentas de suporte ao desenvolvimento de MOOCs, devem incluir não apenas teorias, conceitos e princípios pedagógicos fundamentais e gerais (como a maioria deles atualmente o fazem), mas também integrar a estes - e de forma articulada - os imprescindíveis aspectos secundários práticos, como, por exemplo, o design instrucional e o projeto do sistema de aprendizagem centrada no usuário.
 
 
 Palavras-chave: Framework. Avaliação de qualidade. Mooc.

Research on the SPOC Online Course of Higher Education

Online courses of higher education occupy an important role in the modern education system, but there are many uncharted territories, particularly with the development of MOOC, most universities are looking forward to try a small and precise course type -SPOC. This essay investigates thoroughly on SPOC courses and focus on the teaching cases for SPOC in the University of California at Berkeley, the Massachusetts Institute of Technology, the Colorado State University, the Harvard University. Based on the case studies, this essay explores the new advantages of SPOC in the view point of teaching quality, education cost, teaching models innovation and in-depth learning experiences. SPOC can create the sustainable learning environments and upgrade integrated teaching abilities to promote the development of Online Course of Higher Education

Designing an Online Quranic Recitation (<i>Qirā’āt</i>) Framework Using Massive Open Online Courses

Understanding variations in Quranic recitations is essential in ensuring that the recitations convey the actual meaning of Quranic verses. Traditionally, in increasing the levels of accuracy and precision of the verses, extensive practice sessions are conducted with instructors via individual face-to-face session. Yet, this is problematic with large groups of learners, as individualized learning sessions cannot be conducted. Moreover, there is also the issue of pace of learning in which some learners require higher levels of learning times that are compared to others. Previous studies have indicated that integration of technology via massive open online courses could potentially solve these problems. As such, this study proposes a Design Framework to develop MOOCs for Quranic recitation. This design was based on findings gathered from experts’ judgement and consensus. Various approaches and different learning activities have resulted in the failure of correct pronunciation in Quranic recitation. Therefore, Focus Group Discussion (FGD) was used to determine suitable elements for MOOC learning content design with regards to Quranic recitation learning. 15 experts from different fields of study were involved as experts in the FGD session. The findings were analyzed using a thematic analysis. This study concludes by highlighting the proposed framework by verifying Quranic recitation (Qirā’āt) constructs needed for the development of MOOC.

Analysis of the Combination of Information Technology and Government Functions ——Take China MOOC as an Example

With the advent of "Internet +", the information age has followed, and the traditional teaching model is no longer fully qualified for the current and future teaching channels. The MOOC platform should be produced by the times. MOOC has set off a wave of education reform, and it will inevitably lead to the government's management transformation in the field of education. The government's management functions affect the development of MOOC This paper provides a reference for improving information technology by reviewing China's MOOC and current status issues, and guiding domestic MOOC information technology and government management.

FOREIGN EXPERIENCE AND UKRAINIAN REALITIES OF MASS OPEN ONLINE COURSES USE IN INTERNATIONAL EDUCATION AREA

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

Customer Centric Marketing Strategy for Universities

The purpose of the paper is to analyze the ways of using a customer centric approach to develop a marketing strategy for universities. Customer centricity is defined as the university marketing strategy that implies unique intra-disciplinary and interdisciplinary studies, bringing into line individual students’ experiences and capabilities with changing the market place and job opportunities. The main forces that urge higher education institutions to change the core of their marketing strategy are characterized; namely, MOOC development and eliminated geographical barriers that stimulate students’ mobility. Further, four important directions of customer centricity are described, depending on the role the students and other university target audiences play in the process: the customers being the source of sustainable competitive advantage; customers as the source of information for the company; customers as the source of information for other representatives of the target audience; customers as employees and value co-creators. Universities need to revise their marketing mix, implementing consumer-oriented elements and reducing students’ risks and expenses. Students should also be an essential part of the university’s integrated marketing communications as the source of relevant information for target audiences. In addition, the role of students in value co-creation needs significant expansion. Customer-centricity in this case will no longer be limited to the use of individual elements without significant positive effects, but it will ensure obtaining a long-term competitive advantage in the education market. In a world of life-long learners it will not only assist in completing singular transactions with first-year students but also ensure repeated “purchases” among alumni.Article received 30.04.2018

Down the Rabbit Hole: An initial typology of issues around the development of MOOCs

Down the Rabbit Hole: An initial typology of issues around the development of MOOCs

Using MOOCs to Promote Digital Accessibility and Universal Design, the MOOCAP Experience.

The recently completed Massive Open Online Course for Accessibility Partnership project (MOOCAP), had the twin aims of establishing a strategic partnership around the promotion of Universal Design and Accessibility for ICT professionals and of developing a suite of Open Educational resources (OERs) in this domain. MOOCAP's eight university partners from Germany, Norway, Greece, Ireland, the UK and Austria have a significant history in developing and providing courses in the domains of Universal Design and Accessibility, as well as leading research and advocacy roles within Europe. The MOOCAP project consisted of two phases: the development of an introductory MOOC on Digital Accessibility and the delivery of set of online courses with more in-depth and focused learning topics. During the lifetime of the project over 10,000 students signed up for these courses. This paper reflects on the challenges of creating and delivering MOOCs, especially in topics around Digital Accessibility and Universal Design. It considers the outcomes, impacts and legacies of the project. Based on our experiences of integrating these materials into our courses and on feedback and project evaluations, this paper will assess the potential of MOOCs to promote Universal Design for ICT and other professionals, while pointing up the possible trials and opportunities of such activities.

Wearable Technology in Education to Enhance Technical MOOCs

The low completion rate issue in MOOCs has become one of the main highlights by researchers. It is reported that only 10 to 15 percent of the students were able to complete the MOOCs. This low completion rate is due to the students are less engaged with the MOOCs content causing them to become demotivated to complete the whole MOOCs. Engaging students in MOOCs environment, especially for non-technical subjects, suited very well. However, for technical MOOCs, it involves significant challenges because technical MOOCs must be able to offer the students with practice-oriented learning outcome in-order for the MOOCs to be effective and engaging. Due to the above issue, this paper discussed an improvised MOOCs model for teaching technical subjects with the intervention in the use of wearable technology. A discussion on the e-content and e-activity of the technical MOOC learning design was presented. This study implemented the proposed technical MOOC model through the MOOC development. The students’ perception of the technical MOOC was then evaluated, and all the results were explained in the discussion part. Results of the correlation test revealed that all of the technical MOOC variables correlated substantially and held a positive relationship with students’ perception variable with r=.3 to 1.0, p < .0005. In addition, this result also suggests that the learning materials produced by wearable technology do contribute towards the positive effect of students’ perception when learning technical MOOC.

Do MOOCs encourage corporate social responsibility or are they simply a marketing opportunity?

This paper explores institutional drivers for developing MOOCs by juxtaposing them against the original drivers for generating MOOCs: to offer open access education. However, the original impetus for MOOC development may be shifting towards a business oriented model. Therefore, instead of contributing to corporate social responsibility and inclusivity agendas facilitating open access to education, MOOCs are akin to an institution's shop window allowing the pseudo 'purchaser' the opportunity to glimpse behind the scenes. Hence, we ask: are MOOCs merely a sophisticated form of window dressing, showing pseudo 'purchasers' what institutions want them to see enticing them to purchase more lucrative products? Notwithstanding the motivation for developing MOOCs participants must first access them. Therefore the paper examines what MOOCs actually offer participants who are likely to access them and concludes by examining how MOOCs can be developed to facilitate better completion rates and encourage wider participation from hard to access groups.

Course Recommendation Mechanism Based on Content Recommendation Method – Illustrated by the Example of “NetEase Cloud Classroom”

This paper analyzes NetEase Cloud Classroom in various aspects, including development and business environment of MOOCs, technological maturity, and the algorithm of the recommendation model and its feasibility. Among these aspects, this paper mainly gives a detailed analysis and explanation of the content-based course recommendation. The technology of course recommendation is relatively mature at present. Meanwhile, the content-based recommendation mechanism is also proved to be feasible to some extent. However, the drawbacks of the recommendation mechanism itself can still bring risks and restrictions to the sustainable development of NetEase Cloud Classroom.

Massive open online courses in U.S. healthcare education: Practical considerations and lessons learned from implementation

Background and purposeMassive Open Online Courses (MOOCs) offer an innovative approach to pharmacy education and are expected to challenge traditional pedagogy and foundational knowledge acquisition practices. A survey of the literature reveals no current publications describing implementation of MOOCs in pharmacy education and limited information about MOOC implementation in other healthcare disciplines in the United States. Educational activity and settingA few colleges of pharmacy (COPs) and other health professions’ educational programs have recently started offering MOOCs. FindingsHerein we provide an overview of MOOCs and describe the early implementation stages of MOOCs being conducted at two COPs, an interprofessional MOOC, and a variety of MOOCs offered by a public health program. This overview and the four case studies on MOOC implementation in healthcare education provide practical information about course development, descriptions of selected course engagement outcomes, insight into lessons learned by the institutions, and practical considerations for development of future MOOCs. DiscussionMOOCs prompt diversification of models of teaching and learning, transformation of pedagogical frameworks, and innovation in the scholarship of teaching and learning. SummaryMOOCs offer exciting opportunities to distribute knowledge on a massive and global scale to a diverse population of learners.

MOOCs in the Malaysian higher education institutions: The instructors’ perspectives

ABSTRACTMassive open online courses (MOOC) are considered a modern e-learning technology that was initiated by the Malaysian higher education in 2015. The current literature on MOOCs, covering research relating to its effectiveness to accommodate different students’ abilities showed conflicting results in this regard. With limited studies on MOOCs’ effectiveness in Malaysian higher education, this study explored current opportunities, challenges, and solutions of using MOOC in the Malaysian higher education institutions. Instructors from various teaching backgrounds were interviewed to respond to these concerns. The study found that the major challenges faced by instructors when using MOOC were redundancy, lack of facilities and exposure, incompetent knowledge in MOOC course design and development, and insufficient leadership and capacity-building programmes. Therefore, possible solutions to these challenges were identified and discussed. These findings can help the policy makers explore strategies for the future development, implementation and success of MOOC in the context of higher education in Malaysia.Abbreviations: MOOC: Massive Open Online Courses; cMOOC: Connectivist Massive Open Online Courses; xMOOC: eXtended Massive Open Online Courses; ahMOOC: adaptive hybrid Massive Open Online Courses; LMS: Learning Management System; MQA: Malaysian Qualifications Agency; STEM: Science, Technology, Engineering, and Mathematics

China’s MOOC Research Hotspot Based on the Visual Co-Word Network Map: 1994-2018

In this paper, based on CSSCI and SCI databases’ published papers during 1994-2018 from the data source, we use co-word analysis and social network analysis to build the China’s MOOC research visualization network map to describe the dynamic of the field, and suggest forecast for the future MOOC research. We found out that China’s MOOC research focusing on MOOC development countermeasure research, MOOC educational information, classroom teaching and MOOC hybrid teaching, MOOC and open education resources, MOOC application research of the library in colleges. The future research focuses on the study of the humanistic value of MOOC education and the research on the hybrid teaching mode of classroom teaching and online teaching.

Reconstruction and Transformation-“Four-in-one” Teaching Design Integrated with “Guidance Learning + Flipping + Tracking + Evaluating” with the Blending Teaching Background

MOOCs is giving rise to revolutionary transformation to higher education. Gradual perfection and development of MOOCS and blending teaching reform with the informatization construction background play a non-negligible and important role in accelerating high education teaching revolution and improving teaching quality of higher education. Blending integrated teaching design is the key for blending teaching. It is necessary to aim at the growth and cultivation of students, and give play to the creativity of teachers, and motivate the initiatives of students with the teaching design integrated with “guidance learning + flipping + tracking + evaluating”. In this way, it realizes the reconstruction and transformation of curriculum teaching, contributing to the innovation and deepening of teaching reform.

A New Teaching Method for Database Course Based on MOOC

With the rise and development of MOOC, the new era of online education is coming following a new challenge to traditional colleges and universities. Database course has strong practicality. But, present teaching process there are has a lot of problems result in worse effect. Based on the teaching experience for many years, we research on the characteristics of flipped class and MOOC teaching to apply the two methods to the teaching of database course. The practical results show that teaching mode based on MOOC and flipped class has a great advantage in database course teaching.

Finding out Reasons for Low Completion in MOOC Environment: An Explicable Approach Using Hybrid Data Mining Methods

Because of the worldwide rapid development of MOOC, academic researches and industrial applications of MOOC have become a branch of the major concerns in modern education and information technology fields. This paper focuses on low completion phenomenon in MOOC environment and proposes an explicable approach to find out hidden reasons convincingly. Different from existing works, this approach utilizes data mining methods to make quantitative analysis. It employs learners clustering basing on their study features at first, aiming at discovering inactive learners automatically. These learners are representative of low completion in course study on MOOC platform. Their study behaviors and interactions with website are analyzed with association rules mining in order to explore potential patterns and rules. The extracted rules are used to find out and explain the reasons for low completion in MOOC environment. The experimental result on practical XuetangX platform reveals several strong rules with high support, confidence and lift, which can be regarded as evidence and reference for further explanations of reasons for low completion in MOOC environment.