Effectiveness Of Course Research Articles

To Schedule or not to Schedule: The Effects of Course Structure on Programming MOOC Performance

Massive Open Online Courses (MOOCs) have become hugely popular recently. MOOCs can offer high-quality education for anyone interested and equalize the whole education field. Still, there are different methodologies for running MOOCs. Coming up with the most suitable methodology benefits both students and teachers. In this study, we have limited the methodological focus to observing scheduled and unscheduled instances of similar MOOC courses. While unscheduled MOOC courses can provide flexibility, they also require self-regulated learning strategies for students to succeed. To observe this, we compare the effectiveness of scheduled and unscheduled programming MOOC courses to find the most effective methodology. For this, we compare the pass rates and grade averages of five instances (two unscheduled and three scheduled) of Python and Java programming MOOCs. The results show that while the attendance numbers are higher in the unscheduled versions, in the scheduled instances the pass rate is significantly better, and students’ progression is much swifter. It also seems that the higher proportion of university students enrolled in a MOOC course positively affects the retention rate. Moreover, the students in the recent unscheduled Python version seem to score significantly higher grades than in its scheduled counterpart. Based on our experiments, the scheduled and unscheduled versions complement each other. Hence, we suggest that, whenever feasible, the maximal benefits would be gained if both types of MOOCs are run simultaneously.

Further down the road: The enduring effect of an online training course on novice drivers’ hazard perception skill

Hazard perception training has been proposed as a potential strategy for reducing crash risk in drivers. Although previous work has shown that hazard perception is a trainable skill, it also indicates that the effect of hazard perception training often decays over time, sometimes to the point of being negated. In the present study, we evaluate a hazard perception training course specifically designed to minimize the rate of forgetting through the use of evidence-based strategies such as incorporating distributed practice and taking advantage of the contextual interference effect. We report data on a sample of novice drivers, in which we evaluated the effect of the course on a validated measure of hazard perception skill (a verbal-response “hazard prediction test”) in both the short term (M = 9.24 days, or 1.32 weeks) and medium term (M = 9.87 weeks, or 2.27 months), using a randomized control design. At both retention points, trained participants scored significantly and substantially higher than an untrained control group, adjusting for baseline performance. Further, the hazard prediction scores of trained drivers did not significantly decrease between the short- and medium-term assessment points, indicating that there was no evidence of skill decay over this time frame. There was also no evidence that completing the course increased driver confidence at any time point, which is important given that increased confidence could potentially lead to unintended negative effects on crash risk. The results suggest that the training course improves a skill that has been associated with crash risk over a time period that is of practical value, especially as refresher training sessions could be used to further extend the effect into the longer term (i.e., beyond the duration examined in this study) if necessary.

Socialization and Digital Marketing Workshop for UMKM in Ngamprah District, West Bandung Regency

Currently, the problem of the lack of understanding of SMEs regarding digital promotion in Ngamprah District has resulted in the product being less exposed to the wider community. The purpose of carrying out this activity is so that industrial players in this area can digitize their products without knowing the location so that the wider community can buy products and the effect of course on the ngamprah community itself. The form of activity in community service is the provision of materials offline, namely a team of lecturers from the Faculty of Economics and Business who came directly to Ngamprah District by providing materials related to Digital Marketing to SMEs. Through this activity, a fairly good understanding was obtained from the participants of the socialization and workshop regarding the preparation of digital marketing, social media marketing, the benefits of digital marketing and the use of social media features.

Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings

Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings

Digital transformation of Higher Education Institutions

Introduction: Digital Transformation (DT) was accelerated by the COVID-19 pandemic, since it has intensified the use of digital platforms as a way to avoid crowding of people in physical environments. DT is present in different markets as more population groups have access to the internet. It has been changing consumer preferences and, consequently, consumer decision-making. One of the markets is that of Higher Education Institutions (HEIs), which adopt strategic changes to continue reaching the audiences that emerge from online platforms. Objective: We applied the Resource-Based View to identify the strategic resources that Brazilian HEIs have used to promote their digital transformation to the e-learning format. Methodology: Therefore, we proposed a framework using the Design Science Research method. To validate the framework, three stages of interviews were carried out with individuals directly involved with DT, HEI professors, HEI managers and EdTech’s professionals. Results/Conclusion: Our results validated a framework with eight attributes: Effectiveness of Courses, Quality Educational Programs, Training of Professors for e-learning, Appropriate Management System, Active Sales Process, Engagement of Professionals, Technology, Agile Development, and Entrepreneurial Culture.

Effect of in-service training courses in neonatal cardiopulmonary resuscitation on the rate of successful resuscitation in nurses working in the neonatal department: A quasi-experimental study

The present study aims to determine the effect of in-service training courses in neonatal cardiopulmonary resuscitation on the rate of successful resuscitation in nurses working in the neonatal department. This quasi-experimental study was conducted among nurses employed in the neonatal department at the Sayad Shirazi Hospital in Gorgan, Golestan province, Iran. The in-service training course for neonatal cardiopulmonary resuscitation was conducted in two separate groups across consecutive days, following the latest Heart Association guidelines. Subsequently, an evaluation was conducted across four levels: knowledge, learning, behavior, and performance. After calculating the coefficients for each level, the resulting figures were compared with the successful rehabilitation index. A total of 30 nurses were participants in the research. In the initial level, nurses' satisfaction with the course conditions significantly increased from 56.26 to 93.76 out of 100 points post-intervention (P<0.01) as per the paired t-test. Moving to the second level, there was a substantial improvement in learning scores, rising from 13.12 (SD=2.82) before the intervention to 16.32 (SD=2.21) after (P<0.01). At the third level, behavior scores increased from 32.19 to 47.80 after accounting for a factor of 3, showing significant improvement (P<0.01). For the fourth level, the successful resuscitation rate increased from 50% to a calculated score of 200.2 after applying a coefficient of 4 (P<0.01). Combining these levels and considering coefficients, the overall effectiveness of the course was calculated at 69.86%. In sum, the study revealed suboptimal effectiveness in the newborn cardiopulmonary resuscitation training course. Consequently, nursing education system managers and practitioners should delve into the impediments and factors influencing this course.

Effectiveness of a course on family health in the knowledge of doctors of the Mais Médicos program.

The aim of this study was to analyze the effectiveness of the distance education course in family health in the knowledge of physicians from the Mais Médicos program. This is a quantitative, quasi-experimental study, without a pretest and posttest control group, carried out from August 2019 to September 2021. In all modules, physicians responded to a pretest and posttest to verify their knowledge of the subject. There was a statistically significant difference in all modules with higher average scores in the posttests; the modules with the greatest emphasis are child health care: growth and development; approach to cancer in primary health care; and family health strategy and territorialization. The effectiveness of the distance education course was verified, as evidenced by the significant improvement of knowledge in all the modules studied.

The Effect of Gender Psychology Courses on Sexism: A Prospective Study

Today, research are continued to be conducted to deal with the issues of sexism and discrimination in all layers of social life. In the studies conducted with mental health experts within the literature in the literature, it is understood that mental health experts do not have sufficient knowledge on this subject. This study, which aims to inform undergraduate psychology students on the issue of sexism, seeks to investigate the effect of the course specifically prepared to reduce sexism taken by the students during a semester. Participants were chosen from undergraduate psychology students, and it is a cross-sectional study. A sociodemographic form and The Ambivalent Sexism Inventory (ASI) were applied to the participants. 35 students participated in the research, the research was conducted with the pre-test and the post-test. A certain amount of difference has been observed between the scores of the pre-education and post-education hostile and benevolent sexism of all participants. (p<0.001). Moreover, while there was no relationship between students' attendance and hostile sexism scores, students who regularly attended the course had a decrease in their implicit sexism score (p<0.05). According to the results of the research, it was seen that the gender equality course changed the sexist attitudes of undergraduate psychology students positively. Furthermore, similar studies on sexism and discrimination have provided much scientific data on this issue. The government and the public sector should aim to reach larger masses by using this scientific data to advance its interventions on this issue in Turkey.

Research and Exploration on the Reform of Engineering Training Mode

This paper discusses the reform of engineering training mode to improve teaching quality and effectiveness. The current problems, such as the disconnection between theory and practice and insufficient student ability training, are analyzed. The proposed reform measures include enhancing practical teaching, innovating course settings, establishing engineering laboratories and practice bases, and strengthening student ability training. This paper emphasizes the importance of the reform of engineering training mode as a trend and future direction of higher education. Only through continuous reform and innovation can we better adapt to social changes and make greater contributions to cultivating high-quality engineering talents. Schools, teachers, and students should work together to optimize course settings, focus on practical teaching, and improve the practical effectiveness of courses. In conclusion, this paper provides a comprehensive analysis of the reform of engineering training mode, highlighting the importance of practical teaching and student ability training. Practical and effective reform measures and methods are proposed, providing useful insights for the cultivation of high-quality engineering talents.

Online course resource recommendation based on deep learning

In order to further improve the online learning experience and effect of courses for learners, this study, with the help of deep learning neural network algorithm, based on the characteristics of deep learning algorithm such as good processing performance and strong data adaptability, carries out research for online course students' preferences, learner characteristics and other fields, and constructs a course resource recommendation technical algorithm based on deep learning. Through algorithm experiments, it is found that the performance of NCF model is improved by 57.7% compared with that of CF model in the algorithm with RMSE as evaluation index. The performance under MAE evaluation index is improved by 58.5%, indicating that the integration of the deep learning neural network algorithm can better improve the online course recommendation effect and enhance students' online learning experience.

Examining the effectiveness of an online EAP course in developing researchers' virtual conference presentation skills

Virtual conferences and webinars are increasingly transforming the nature of academic communications. In their transition from conventional to digital academic venues, researchers require guided mentorship, hands-on experience, and consistent feedback. In this study, the aim was to explore the effectiveness of an online EAP course in developing researchers' virtual presentation skills. The participants included the researchers (N = 20) from different departments of sciences in a state university in Iran. Through narrative interviews, the needs analysis phase was completed. The findings demonstrated that the researchers' virtual presentation needs are characterized by academic language competence, pragmatic communication skill, and remote audience engagement. To meet these needs, an online short-term EAP course was designed and held. Through participatory observations and peer feedback, the effectiveness of the course was investigated. The results showed the positive contributions of the course. The participants' attitudes towards their immediate learning experiences were further probed through focus-group interviews. The findings highlighted the researchers' revived self-confidence, live demo experience, digital academic competence, multimedia-enhanced presentation skill-building, collaborative community-based learning, awareness of audiences' affective engagement, and increasing attention to communicative language choices in this course. The findings have potential relevance and application to those involved in the design, delivery, and teaching of online EAP courses – and not only for academics from non-English speaking background, but also English-speaking background.

Why Students Struggle in Undergraduate Biology: Sources and Solutions.

Students' perceptions of challenges in biology influence performance outcomes, experiences, and persistence in science. Identifying sources of student struggle can assist efforts to support students as they overcome challenges in their undergraduate educations. In this study, we characterized student experiences of struggle by 1) quantifying which external factors relate to perceptions of encountering and overcoming struggle in introductory biology and 2) identifying factors to which students attribute their struggle in biology. We found a significant effect of Course, Instructor, and Incoming Preparation on student struggle, in which students with lower Incoming Preparation were more likely to report struggle and the inability to overcome struggle. We also observed significant differences in performance outcomes between students who did and did not encounter struggle and between students who did and did not overcome their struggle. Using inductive coding, we categorized student responses outlining causes of struggle, and using axial coding, we further categorized these as internally or externally attributed factors. External sources (i.e., Prior Biology, COVID-19, External Resources, Classroom Factors) were more commonly cited as the reason(s) students did or did not struggle. We conclude with recommendations for instructors, highlighting equitable teaching strategies and practices.

The feasibility and effectiveness of a novel online mental health literacy course in supporting university student mental health: a pilot study

BackgroundThere is a need for effective universal approaches to promote and support university student mental health that are scalable and sustainable. In this pilot study we assess the feasibility and acceptability of a fully-digitalized, comprehensive mental health literacy course co-created with and tailored to the needs of undergraduate students. We also explore preliminary associations with mental health and positive behaviour change.MethodsAn accredited online mental health literacy course was developed using state-of-the-art pedagogical principles and a reverse mentorship approach. The course was offered as an interdisciplinary undergraduate elective. Students completed an online survey before and after the 12-week course that collected demographic information and assessed mental health knowledge, emotional self-awareness, mental health, stigma, and health-related behaviors using validated measures. Dependent group t-tests were used to compare pre- and post-course levels of knowledge, mental health, sleep quality and substance use. Mental health outcomes of students who completed the course were compared to an age and sex-matched sample of students not enrolled in the course and who completed the same survey measures over the same academic year. Multivariable linear regression was used to examine the effect of course participation on outcomes at follow-up.ResultsThe course had good uptake and was positively reviewed by participants. Specifically, students found the course engaging, relevant, and applicable, and agreed they would recommend it to their peers. Among course participants there was improvement in mental health knowledge (p < 0.001) and emotional self-awareness (p = 0.02) at course completion. Compared to the matched comparison group, taking the course was associated with reduced alcohol (β = − 0.41, p = 0.01) and cannabis use (β = − 0.35, p = 0.03), and improved sleep quality (β = 1.56, p = 0.09) at the end of the term.ConclusionsFindings suggest that delivering mental health literacy as an online accredited course may be an acceptable and effective way of promoting university student mental health through improved knowledge, emotional self-awareness, and healthy lifestyle choices. As the course is expanded to larger and more diverse student cohorts we will be able to further examine the short and long-term effectiveness of the course in supporting student mental health and the underlying mechanisms.

Evaluating the effectiveness of an online course in translation technology originally developed for a classroom environment

ABSTRACT This paper examines the effectiveness of a course in Translation Technology carried out in an online mode in response to the emergency situation of the Covid-19 pandemic and discusses the strengths and weaknesses of the course design. The analysis is based on the Action Research methodology; the methods used include observation, interviews, students’ self-reports and a student survey. The findings of this case study can be applied in other teaching contexts to improve the effectiveness of specific online courses.

Revealing the Competence of Multiprofessional Team Building among Students and Its Impact on the Effectiveness of Team Interaction

Introduction. The need for a multiprofessional team is critical for the preschool stage where problems of individualization of education for children with disabilities and gifted children with behavioral deviations are solved. Despite the large number of publications on multiprofessional education, there are almost no researches into the readiness to multiprofessional interaction of preschool education specialists. The aim of the article is to present the results and methods for revealing the level of multiprofessional team building competence of students – future preschool education workers, to analyze the differences between the groups with high level of multiprofessional team building competence and the groups with low effectiveness of team interaction. Materials and Methods. Research sample: students of Shadrinsk State Pedagogical University (Russia) and Kazakh National Womenʼs Pedagogical University (Kazakhstan). Methods: expert observation (teachers competent in the fields of knowledge that students should operate in the research process were involved) using “field notes” and video recordings (qualitative and quantitative assessment according to the methodology of V.I. Zagvyazinsky, R. Atakhanov); questionnaires; interviews in focus groups; testing; expert evaluation of the effectiveness of team interaction; statistical criteria: Kolmogorova-Smirnova (single-sample) to determine the normality of distribution; Mann-Whitney U-criterion to identify the reliability of differences in groups with high levels of formation multiprofessional competencies from groups with low efficiency of team interaction. Results. It is proved that the formation of competence of multiprofessional team building is significant for the effectiveness of team interaction. The problems of multiprofessional interaction of preschool education workers are revealed: lack of willingness to conduct a dialogue with each other, weak or low degree of team-building and co-organizing activity, an attempt to associate the problem with the activity of one specialist, the desire to find the culprit in the situation. Discussion and Conclusion. The obtained results contribute to the development of the issue of readiness for interaction of specialists in defectological and non-defectological areas of training. In the future, it is advisable to investigate the issues of designing and evaluating the effectiveness of courses that develop the competencies of multiprofessional team building. The materials of the article can be useful in the developing standards of higher education of a new generation in terms of designing the planned learning outcomes of the academic programs and international recommendations on education.

Individual variation in brain network topology is linked to course of illness in major depressive disorder.

Major depressive disorder (MDD) is a chronic and highly recurrent disorder. The functional connectivity in depression is affected by the cumulative effect of course of illness. However, previous neuroimaging studies on abnormal functional connection have not mainly focused on the disease duration, which is seen as a secondary factor. Here, we used a data-driven analysis (multivariate distance matrix regression) to examine the relationship between the course of illness and resting-state functional dysconnectivity in MDD. This method identified a region in the anterior cingulate cortex, which is most linked to course of illness. Specifically, follow-up seed analyses show this phenomenon resulted from the individual differences in the topological distribution of three networks. In individuals with short-duration MDD, the connection to the default mode network was strong. By contrast, individuals with long-duration MDD showed hyperconnectivity to the ventral attention network and the frontoparietal network. These results emphasized the centrality of the anterior cingulate cortex in the pathophysiology of the increased course of illness and implied critical links between network topography and pathological duration. Thus, dissociable patterns of connectivity of the anterior cingulate cortex is an important dimension feature of the disease process of depression.

Chemical Interactions of Molten Steel with (U-Zr-O) Corium: Main Outcomes of the CORDEB Program

One of the strategies to mitigate the consequences of a severe accident is to stop the progression of molten materials (corium) within the vessel by external cooling of the vessel. This strategy is called in-vessel retention (IVR). The safety demonstration of IVR requires the accurate evaluation of the thermal load imposed on the internal surface of the vessel by the corium debris. During the progression of the accident, solid debris may be generated initially in the lower plenum because of fragmentation in water and, after melting of those debris, a (possibly stratified) molten pool would be formed. The consequences of the thermal and chemical interactions of the corium with the vessel are difficult to predict because there are still uncertainties on the application of existing results to models for reactor cases. These include scaling effects of course, but also the influence of transient processes occurring simultaneously: oxidation, dissolution, melt progression and/or stratification. In order to be able to predict the heat fluxes through the RPV wall, it is necessary to establish an overall view of the possible transient evolutions of corium and determine which are the most probable ’steady-state’ corium configurations after debris melting. The CORDEB program studies corium phenomena taking place at different stages of molten pool formation in the reactor vessel. It may be considered as an investigation of corium configurations that were not considered in previous programs such as the OECD RASPLAV and MASCA programs. All experiments within the program are carried out in the Rasplav tests facility of NITI, using the technology of induction melting in a cold crucible. This program is co-funded by IRSN, EDF, AREVA and CEA in the frame of the CPSIN agreement. This paper presents the main conclusions drawn from CORDEB tests, both for phenomenological knowledge and for transposition to reactor situations. Quantitative elements are provided for a clearer picture of kinetic effects. CORDEB tests have shown the importance of chemical interactions between molten steel and solid sub-oxidized (U-Zr- O) corium which lead to penetration of steel inside the solid oxide (crust or debris) and to the partial dissolution of the solid. As a consequence, the crust surrounding a molten pool cannot be considered as a barrier to mass transfer. CORDEB tests also made it possible to assess the oxidation kinetics of a molten pool: in the presence of surface crust, this is a rather slow process and it does not have a significant effect on the deterioration of accident scenario. The gaseous atmosphere above the pool plays an important role in several processes, in particular in the evaporation of molten steel.

Modeling of processes of creation and organization of bank employees qualification improvement courses using ARIS Express

The article analyzes the role of bank staff qualifications in the financial component of the banking system. The influence of the human factor on the activity of a banking institution is also analyzed. Crisis phenomena greatly affect every element of the banking sector, which encourages the use of risk management to respond to new realities. Under these circumstances, it is not necessary to forget about the bank's staff, providing them with opportunities to acquire knowledge and improve the level of qualifications in order to adapt to new realities. This approach will help to improve the professional and moral condition of employees even in crisis conditions of operation. In connection with the fact that some of the bank's employees are now in less safe working conditions due to the significant duration of air alarms and the high risk of missile attacks, the question arose, how can it be possible in the current conditions to ensure the opportunity to acquire new knowledge by taking qualification improvement courses. To solve the existing problem, the creation of an online course platform is proposed as an option that will provide the opportunity to take courses in a distance format. The process of creating, organizing and checking the effectiveness of courses was modelled using the ARIS Express program using special software tools. The online platform is an effective alternative for the bank and employees, as it will provide an opportunity to improve qualifications remotely at a convenient time and allow the bank's staff to stay in a safe place. The developed platform will be an indicator for checking the results of courses, will provide an opportunity for top management to monitor employees' grows to develop in this area. The creation of an online platform for training courses for bank employees will contribute to increasing the efficiency of the bank's work, which will become the basis for the development of professional skills of employees. The use of the proposed approach to improving the qualifications of bank employees will, as a result, have a positive effect on the economic indicators of the banking institution.

Citicoline in the Treatment of Mild Cognitive Impairment in Blood Relatives of Patients with Alzheimer’s Disease: Immediate and Long-Term Effects of Course Therapy

The aim was to study immediate and long-term (post-therapeutic) effects of a three-month course of therapy with citicoline in 1st-degree relatives of patients with Alzheimer’s disease (AD). All the included relatives of patients with AD revealed signs of minimal cognitive dysfunction (MCD) and mild cognitive decline syndrome (MCI — Mild Cognitive Impairment, ICD-10 code F06.7). Study participants: the study involved 90 first-degree relatives: 24 with MCI and 66 with MCD. Study design: an open-label comparative multidisciplinary study of the six-month dynamics of cognitive functioning of two groups of relatives who received a three-month course of citicoline therapy. The baseline indicators of the cognitive functioning of relatives with MCI syndrome and MKD were compared with the indicators at the end of the three-month course of therapy with citicoline at a daily dose of 1000 mg as well as 3 months after the end of the course of treatment. Methods: clinical, psychopathological, neuropsychological, psychometric, genetic, statistical ones. Results: а significant positive effect of the course therapy with citicoline on the cognitive impairment of 1st degree AD-patients’ relatives with minimal cognitive dysfunction and more pronounced cognitive impairments met the diagnostic criteria for MCI syndrome has been found. A significantly greater value of both immediate and long-term therapeutic effect of MKD compared with MCI in relatives was established by psychometric and neuropsychological indicators characterizing voluntary memorization of verbal and visual stimuli, optical and spatial activity, voluntary attention, and associative verbal thinking. Conclusion: the results of the study can be used as the basis for a model of prevention of the progression of cognitive deficit and the development of dementia in persons with a high risk of developing AD, i.e. in individuals with both genetic risk and signs of cognitive impairment.

Conducting Experiments With Real-Time Cloud Computing Models: A Virtual Laboratory for Massive Open Online Courses on Computer Control Systems [Focus on Education

Massive open online courses (MOOCs) have become a recent hotspot in educational research because of their large-scale accessibility, openness, flexibility, and convenience (see “Summary”). They are an effective way to meet the growing demand for education. MOOC platforms have been created around the world, such as Coursera, founded by Stanford University; edX, cofounded by the Massachusetts Institute of Technology and Harvard University; and XUETANG, developed by Tsinghua University <xref ref-type="bibr" rid="ref1" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[1]</xref> – <xref ref-type="bibr" rid="ref2" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"/> <xref ref-type="bibr" rid="ref3" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[3]</xref> . MOOC platforms provide students with more systematic learning opportunities than traditional teaching and possess obvious advantages in cost-effectiveness and time flexibility <xref ref-type="bibr" rid="ref4" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[4]</xref> . The Computer Control System (CCS) course at Northeastern University (NEU) in China is a MOOC launched on the iCourse website <xref ref-type="bibr" rid="ref5" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[5]</xref> , and it is offered twice a year, with nearly 7000 participants in each session. The class format currently includes videos, online discussions, homework, and examinations; experiments matching the theory lectures are absent. This is a common problem in MOOCs: experimentation is neglected because of the lack of effective methods or tools using this new platform. The drawbacks of offline experiments, such as the lack of interaction among teacher and students and insufficient supervision <xref ref-type="bibr" rid="ref6" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[6]</xref> , <xref ref-type="bibr" rid="ref7" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[7]</xref> , also prevent their wide employment in MOOCs. As a result, the lack of experimental teaching in MOOCs causes great trouble to both teachers and students, weakens the effectiveness of courses, and prohibits teaching some experimental courses via MOOCs. Fortunately, with the rapid development of science and technology, the rise of cloud technology provides a new choice for laboratory construction. Virtualization technology based on cloud computing can radically solve existing problems, such as an excessive number of students or lack of experimental resources. In addition, the large-scale data-processing ability in the cloud computing environment also makes it possible for teachers and students to interact on the MOOC platform.