Implementation Of MOOC Research Articles

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

Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students

In light of the recent implementation of MOOC, the world of academia has been abuzz about incorporating flipped learning as part of blended learning in the classroom. Educators have been experimenting and exploring with it using different approaches. Flipped learning is basically a pedagogical model which reverses classroom activities. Materials or contents are provided online (in learning management system or other learning platforms) and students will study the material prior coming to class. Therefore, classroom time can be used to engage in activities such as problem solving, discussion and analysis. This study set out to explore the effects of flipped learning approach in a grammar classroom through students’ perceptions on its effectiveness and feasibility. A total of 120 students with higher Malaysian University Entrance Test (MUET) were asked to complete a questionnaire which is then analysed through SPSS version 24. The analysis of the findings showed that most of the students were keen to learn grammar through flipped classroom as opposed to traditional grammar classroom. The findings of this study give ESL practitioners a better insight into students’ preference in learning grammar and ways to create better teaching through blended learning.

Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: A Case Study from a Malaysian Private University

Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: A Case Study from a Malaysian Private University

Improving professional training of pre-service math teachers on the basis of massive open online courses

Research goal: to analyze the content and structure of instructivist massive open online courses of mathematics and computer sciences (MOOC) offered by some leading universities and based on the platforms Udacity, Coursers and edX. Research objectives: to determine the main directions of using MOOC in the professional training of pre-service math teachers within the educational context of the pedagogical college. Object of research: professional training of pre-service math teachers. Subject of research: professional training of pre-service math teachers on the basis of massive open online courses. Research methods used: analysis of statistics and publications. Results of the research. The most useful courses have been singled out to be further offered for students and teachers of natural science and mathematics. The benefits and shortcoming of the analyzed courses have been weighed up. The experiment on practical application of MOOC in teaching and learning process of the 4-th and 5-th year students was conducted and the results are presented. Recommendations for the implementation of MOOC into the educational process have been formulated. The main conclusions and recommendations: MOOC appropriate to include support for the teaching of certain subjects; improving methods MOOC introduction in the educational process should be accompanied by retraining teachers to the development of existing and new courses.