Massive Open Online Courses Courses Research Articles

THE IMPACT OF GAMIFICATION WITH AN EMPHASIS ON EXTERNAL MOTIVATION IN MOOCS FOR STUDENTS IN EMERGING REGIONS FROM AN UNDERPRIVILEGED GROUP: A CASE STUDY OF THE LEVEL UP COURSE BY GAMELAB KBTU AND UNICEF IN KAZAKHSTAN

This paper examines the impact of gamification and external motivation on the engagement and completion rates of Massive Open Online Courses (MOOCs), with a focus on underprivileged groups in emerging regions. The research centres around the “LEVEL UP” course, a gamified MOOC designed to enhance STEM skills among young women in Kazakhstan, developed by GameLab KBTU in collaboration with UNICEF. Utilizing a combination of quantitative data analysis and literature review, the study investigates the efficacy of gamification strategies in increasing course completion rates, which are traditionally low in MOOCs. The findings indicate that the inclusion of gamification and external motivational elements, such as competitive elements and rewards, can improve completion rates. The LEVEL UP course, for example, achieved a completion rate of 10%, which is higher than the average completion rate of MOOC courses, which 5–8%. However, the study also highlights the complexity of balancing external and internal motivational factors to sustain long-term engagement and deep learning. Limitations encountered, including technical issues and platform constraints, underline the challenges of implementing such strategies effectively. Recommendations for further research include exploring the long-term impact of gamification, the optimal balance of motivational elements, and the customization of gamification to individual learner needs. This paper contributes to the growing body of evidence supporting the use of gamification in education, emphasizing the need for nuanced approaches that enhance both engagement and learning outcomes, particularly in the context of democratizing education for learners worldwide.

Exploring HTML5 Package Interactive Content in Supporting Learning Through Self-Paced Massive Open Online Courses on Healthy Aging: Mixed Methods Study.

The rapidly aging population and the growth of geriatric medicine in the field of internal medicine are not supported by sufficient gerontological training in many health care disciplines. There is rising awareness about the education and training needed to adequately prepare health care professionals to address the needs of the older adult population. Massive open online courses (MOOCs) might be the best alternative method of learning delivery in this context. However, the diversity of MOOC participants poses a challenge for MOOC providers to innovate in developing learning content that suits the needs and characters of participants. The primary outcome of this study was to explore students' perceptions and acceptance of HTML5 package (H5P) interactive content in self-paced MOOCs and its association with students' characteristics and experience in using MOOCs. This study used a cross-sectional design, combining qualitative and quantitative approaches. Participants, predominantly general practitioners from various regions of Indonesia with diverse educational backgrounds and age groups, completed pretests, engaged with H5P interactive content, and participated in forum discussions and posttests. Data were retrieved from the online questionnaire attached to a selected MOOC course. Students' perceptions and acceptance of H5P interactive content were rated on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree). Data were analyzed using SPSS (IBM Corp) to examine demographics, computer literacy, acceptance, and perceptions of H5P interactive content. Quantitative analysis explored correlations, while qualitative analysis identified recurring themes from open-ended survey responses to determine students' perceptions. In total, 184 MOOC participants agreed to participate in the study. Students demonstrated positive perceptions and a high level of acceptance of integrating H5P interactive content within the self-paced MOOC. Analysis of mean (SD) value across all responses consistently revealed favorable scores (greater than 5), ranging from 5.18 (SD 0.861) to 5.45 (SD 0.659) and 5.28 (SD 0.728) to 5.52 (SD 0.627), respectively. This finding underscores widespread satisfaction and robust acceptance of H5P interactive content. Students found the H5P interactive content more satisfying and fun, easier to understand, more effective, and more helpful in improving learning outcomes than material in the form of common documents and learning videos. There is a significant correlation between computer literacy, students' acceptance, and students' perceptions. Students from various backgrounds showed a high level of acceptance and positive perceptions of leveraging H5P interactive content in the self-paced MOOC. The findings suggest potential new uses of H5P interactive content in MOOCs, such as interactive videos with pop-up questions, to substitute for synchronous learning. The study underscores the significance of tailored educational strategies in supporting the professional development of health care professionals.

Examining Student Characteristics, Self-Regulated Learning Strategies, and Their Perceived Effects on Satisfaction and Academic Performance in MOOCs

The ultimate goals of education and training are the development of learners’ learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students’ characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

Empowering Hearing-Impaired Learners for Digital Citizenship: A Thai MOOC-Based Design Thinking Approach

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship—empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average post-test score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.

SHORT COMMUNICATION PAPER: " STRENGTHENING CONTINUING NURSING EDUCATION: A COMPREHENSIVE MODULE USING MOOCS FOR EFFECTIVE RISK COMMUNICATION IN GLOBAL HEALTH EMERGENCIES"

This study develops an innovative Massive Open Online Course (MOOC) module specifically designed for continuing nursing education considering the critical need for efficient healthcare risk communication in the context of global health emergencies. The study utilised Thiagarajan's 4D development model, which was modified into a 3D model consisting of the stages: define, design, and develop. Through a comprehensive literature analysis, the study attempted to identify variable risk communication strategies that are crucial for successfully handling the always-evolving complexity of health emergencies. A mixed-method approach was utilised to evaluate the readiness among nurses for learning through MOOCs, hence guiding the design and development processes. By employing rigorous literature reviews and focus group discussions, researchers identified and validated crucial information, which ultimately resulted in the development of a MOOC course on the IIUM iTtaleem platform. The developed MOOC module was thoroughly examined by subject matter experts to ensure its accuracy. The pilot test conducted with SASMEC nurses revealed a notable improvement in the participants' understanding and confidence regarding risk communication. The module's interactive elements, such as virtual simulations and case studies, were praised for offering hands-on learning opportunities. The result of the research is a MOOC module that can be accessed worldwide, containing video lectures, quizzes, and virtual scenarios. The dissemination of guidelines for integration into nursing education programmes has highlighted its capacity to strengthen healthcare systems in the face of global health concerns. Future intentions include implementing multilingual translations and partnering with international nursing organisations to guarantee ongoing relevance and influence in the dynamic field of global health emergencies.

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

Investigating the Nexus of Intrinsic Motivation, Learner Engagement, and Satisfaction in the Completion of MOOC Courses

This study looks at how learner engagement, intrinsic motivation, and satisfaction interact dynamically within the context of Massive Open Online Courses (MOOCs). It looks at how learner engagement and intrinsic motivation interact and how that affects MOOC completion and satisfaction rates. The review highlights the critical role that intrinsic motivation plays in sparking learners' interest and maintaining their engagement throughout MOOC participation through a thorough study of the body of available research. It explores a number of motivating elements, including personal interests, self-efficacy beliefs, and perceived relevance, clarifying how each influences learners' desire to actively engage in MOOC activities. Furthermore, the review delves into the multifaceted aspects of learner engagement, which include behavioral, cognitive, emotional, and social dimensions. It also highlights the noteworthy impact of these characteristics on the prediction of MOOC completion rates and satisfaction levels. This study provides insightful information about the intricate relationships between intrinsic motivation, learner engagement, and MOOC outcomes by combining empirical data and theoretical frameworks. To guide the creation of more efficient and interesting MOOC experiences for a varied student base, the implications of these discoveries for instructional design, learner support tactics, and future research prospects are explored.

THE IMPACT OF GAMIFICATION WITH AN EMPHASIS ON EXTERNAL MOTIVATION IN MOOCS FOR STUDENTS IN EMERGING REGIONS FROM AN UNDERPRIVILEGED GROUP: A CASE STUDY OF THE LEVEL UP COURSE BY GAMELAB KBTU AND UNICEF IN KAZAKHSTAN

This paper examines the impact of gamification and external motivation on the engagement and completion rates of Massive Open Online Courses (MOOCs), with a focus on underprivileged groups in emerging regions. The research centres around the “LEVEL UP” course, a gamified MOOC designed to enhance STEM skills among young women in Kazakhstan, developed by GameLab KBTU in collaboration with UNICEF. Utilizing a combination of quantitative data analysis and literature review, the study investigates the efficacy of gamification strategies in increasing course completion rates, which are traditionally low in MOOCs. The findings indicate that the inclusion of gamification and external motivational elements, such as competitive elements and rewards, can improve completion rates. The LEVEL UP course, for example, achieved a completion rate of 10%, which is higher than the average completion rate of MOOC courses, which 5-8%. However, the study also highlights the complexity of balancing external and internal motivational factors to sustain long-term engagement and deep learning. Limitations encountered, including technical issues and platform constraints, underline the challenges of implementing such strategies effectively. Recommendations for further research include exploring the long-term impact of gamification, the optimal balance of motivational elements, and the customization of gamification to individual learner needs. This paper contributes to the growing body of evidence supporting the use of gamification in education, emphasizing the need for nuanced approaches that enhance both engagement and learning outcomes, particularly in the context of democratizing education for learners worldwide.

Developing and piloting an online course on osteoporosis using a multidisciplinary multi-institute approach- a cross-sectional qualitative study.

Postgraduate medical trainees (PGs) in developing nations face various educational hurdles due to limited access to quality resources and training facilities. This study aimed to assess the effectiveness of e-learning, particularly Massive Open Online Courses (MOOCs), within postgraduate medical education. It involved the development of a customized online course focused on osteoporosis for PGs and an examination of their perspectives and preferences concerning online learning methods like Virtual Learning Environment (VLE) platforms. The study was conducted from January 2018 to December 2020. A multi-institutional, multidisciplinary team was assembled to design an osteoporosis course on the VLE platform. PGs (n = 9) from diverse disciplines and institutions were selected with informed consent. Focus group discussions (FGDs) among these PGs identified their preferences for the online course, which subsequently guided the development of the MOOC. The modular MOOC comprised recorded micro-lectures, flashcards, videos, case challenges, and expert interviews. The educational impact of the VLE was assessed using pre- and post-module tests among the participants, and their perceptions of the PGs and course facilitators were gathered via an online survey. The study identified the involvement of PGs in the course design process as beneficial, as it allowed for content customization and boosted their motivation for peer-to-peer learning. During the FGDs, PGs expressed a strong preference for flexible learning formats, particularly short downloadable presentations, and micro-lectures. They also identified challenges related to technology, institutional support, and internet connectivity. In the subsequently customized MOOC course, 66% of PGs (n = 6) attempted the pre-test, achieving a mean score of 43.8%. Following the VLE module, all PGs (n = 9) successfully passed the end-of-module test, averaging a score of 96%, highlighting its impact on learning. The majority (n = 8, 88.9%) agreed that the course content could be applied in clinical practice, and 66.7% (n = 6) expressed extreme satisfaction with the learning objectives and content. Participants favoured end-of-module assessments and the use of best-choice questions for evaluation. This study highlights the importance of virtual learning, particularly MOOCs, in addressing the educational challenges faced by developing nations. It emphasizes the need for tailored online courses that cater to the preferences and requirements of PGs. The findings suggest that MOOCs can foster collaboration, networking, and opportunities for professional development, and interdisciplinary collaboration among faculty members can be a key strength in course development. This research provides valuable insights for educators, institutions, and e-learning developers seeking to enhance their teaching methodologies and establish accessible educational environments in the digital age.

Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course

Although digital advances have enabled hundreds of universities to offer massive open online courses (MOOCs) to millions of students worldwide, the high dropout rate on these MOOCs indicates a disjunct between the potential of the offer and the success of its uptake. Many studies point to issues relating to interpersonal connection as a major factor in this disjunct. Interviews with students support the conclusion that lecturers’ interpersonal tone is crucial to shortening psychological distance in pre-recorded videos. However, it is unclear how the interpersonal tone preferred by students can be realised discursively. This paper captures discursive instances by modelling an engagement framework and identifying particularly useful strategies through comparison of a high-rated and a low-rated engineering MOOC course delivered on Coursera. Findings show that in the high rated course the lecturer consistently anticipated students’ state of mind and in response constructed a discourse that performed several interpersonal functions. On the other hand, in the low-rated course the lecturer mostly anticipated and addressed knowledge gaps and issues of difficulty, but not students’ emotional responses, and so deployed far fewer interpersonal strategies in the lecture discourse. These findings shed light on how lecturers can use interpersonal language in pre-recorded lectures to improve student engagement.

Autorregúlate, a Methodology to support self-regulated learning in MOOC courses

Global education is facing major challenges, including the lack of strategies and methods to ensure that students are truly engaged in the learning process, self-regulating their learning, and promoting successful completion of the educational process. In this research, we introduce Autorregúlate, a methodology to support self-regulated learning in Massive Open Online Courses (MOOCs), which from the design of the MOOC contributes to maintaining motivation and self-regulation throughout the course. Autorregúlate provides concrete and easy-to-implement guidelines for diverse teams in the creation of MOOCs, based on Zimmerman's self-regulation model. The methodology was validated in real MOOC courses using two evaluation instruments, the Questionnaire OSLQ and the Keller's Motivation Survey. Results show high levels of motivations (M=3,83; SD=0,7). On the other hand, results revel self-regulation strategies adoption by the participants, in particular, Goal setting (M=4,0; SD=0,7), Environmental structuring (M=4,1; SD=0,7), Task strategies (M=3,7; SD=0,7), Time management (M=3,84; SD=0,8), Seeking help (M=4,1; SD=0,8) and Self-evaluation (M=4,0; SD=0,7). Therefore, Autorregúlate support students on self-regulating their learning while achieving a sustained motivation.

Mushroom Cultivation MOOC at Kerala Agricultural University: Garrett Ranking Analysis of Constraints to Enhance Online Agriculture Learning

Participants in this extensive Massive Open Online Course (MOOC) on mushroom cultivation will gain a wealth of knowledge and useful skills necessary for cultivating a wide variety of mushrooms. In this study, the Center for e-learning at Kerala Agriculture University will analyse the barriers to mushroom growing as part of a MOOC. 30 participants in the MOOC course were chosen at random to participate in the study as responses. Using the specified sampling size and data collection methodology, an ex post facto research design was employed for the study. The requirements in the MOOC course were prioritized using the Garrett ranking technique after the data were statistically analysed. Results revealed that 55.06 per cent of the respondents have the economic constraint that is the power/ electricity usage costs more to them, of the technological challenges encountered, interacting with the resource person less frequently comes in the rank first with 60.13 per cent, the biggest personal challenge is developing skill-oriented knowledge, which is difficult and it has been ranked first with 67 per cent, Personal commitments, such as employment, family duties, health concerns etc., ranks first with 62.53 in terms of situational limitations and 66 percent of the respondents rranked first that there is more number of theory classes with minimum hands-on experience in psychological challenges

Learning Outcome of Course Plantform, Teacher Ability and Students Satisfaction in Utilizing Massive Open Online Course (MOOCs)

The study assessed the effectiveness of course platforms, teachers’ ability, and students’ satisfaction in utilizing Massive Open Online Courses (MOOC) for learning, and the research locale is in Hunan Province of China where learners and teachers from over 40 colleges take courses using MOOC learning platform. The study was conducted in the 2023 academic year. The research design is the quantitative approach utilizing the descriptive comparative-correlational research design. The sample size was 350 students who participate in MOOC courses in Hunan Province. And for the interview questions-10 teachers participated in the interview. SPSS22.0 version was used to process and analyze the results of the questionnaire survey. Results showed that there were more male student-respondents who participated in this study. Majority of the respondents are below 20 years old, and most of them have used the platform for at least 3 years. The highest ranked dimension in effectiveness is the effectiveness of the course designs which suggests that the course designs in the MOOC platforms are extremely effective. Meanwhile, the least of the dimensions is the course materials which also suggests that the course materials are extremely effective. Students who are 20 years and below have significantly higher assessment scores for course materials, structure and presentation, and overall effectiveness of course platforms compared to those who are 22 years old. Furthermore, there are no significant differences in the assessment of the students on course design among levels of age and years of use. However, the assessment of female students on course design is significantly higher compared to male students. On the other hand, in teachers’ ability, the highest ranked dimension is the teachers’ ability in interactive learning which suggests that the teachers are extremely competent. The least of the dimensions is the teachers’ ability in their teaching styles which also suggests that the teaching styles of the teachers proved that they are extremely competent. There are no significant differences in the assessment of the students about their teacher’s ability in MOOCs and in terms of interactive learning and knowledge of course content among levels of sex, ge, and years of use. As for students’ satisfaction, he highest ranked dimension is the students’ satisfaction with the learning outcomes which suggests that the students are extremely satisfied. The least of the dimensions is the students’ satisfaction with the attitude towards the use of online courses which suggests that the students are extremely satisfied. There are no significant differences in the level of satisfaction of the students in utilizing MOOCs based on learning outcomes, course engagement, and attitude toward the use of online courses among levels of sex, age, and years of use. Moreover, there are no significant relationships between the effectiveness of MOOC course platforms and the students’ assessment on their teacher’s ability and satisfaction. However, there are significant positive relationships between the student’s assessment of their teachers’ teaching styles and teaching ability and their attitude towards the use of online courses. Some of the challenges experienced by teachers while teaching in MOOC platforms include heavy workload, substantial time commitment, insufficient support and lack of compensation, difficulty in providing individualized feedback, and high rate of course dropouts among others.

Sexuality and gender diversity in children and young people: opportunities, limits and challenges in training for professionals via a MOOC course

ABSTRACT Various studies have demonstrated how the discrimination and violence experienced by LGBT+ children and young people affect their mental health and quality of life. Training for professionals working with children and young people is a key means of helping them provide the necessary support to LGBT+ children and youth people, for handling any violence that may occur in their immediate environment, as well as for empowering them. This article discusses changes in the attitudes, beliefs and practices of professionals working with children and young people following their participation in a Massive Open Online Course (MOOC) delivered through the online platform of the University of Girona. Two surveys were carried out with the participants – the first at the beginning of the course, and the second at the end – in order to evaluate possible changes. Participants’ attitudes, beliefs and practices regarding sexuality and gender diversity in childhood improved, even when taking into account the fact that many began from an initial position of support. The use of MOOC training has value, given the need to engage with sexuality and gender diversity as part of formal training for a variety of professionals working with children and young people.

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.

Post-Digital Learning for Rural Development: A Case Study of Open Biotec MOOCs in Colombia

This research presents an experience of post-digital learning of biotechnology in rural areas in Colombia by implementing a massive open online course (MOOC) for biotechnology education called Open Biotec. The objective was to improve Colombian rural development by creating learning communities around five topics: waste management, environmental biotechnology, bioprocesses, alternative energies, and bio-entrepreneurship. The study utilized various methods, including a socioeconomic diagnosis of a subregion of the department of Antioquia, Colombia, and the creation of MOOCs using the Action Research methodology. The pilot test of the training route in biotechnology involved the progressive development of the MOOC courses that comprise it. Around 918 students from rural areas were trained, and statistical analysis showed that the average grade of the students increased significantly from 6.13 to 7.53 and the median from 6.15 to 8.00. The study results demonstrate how the learning experience designed in the Open Biotec MOOC increases the degree of knowledge of students in this field of biotechnology, offering an opportunity to establish sustainable learning communities with participation and collaborative action mediated by virtual tools. The study concludes that rural education in Colombia could be strengthened with a training strategy for rural communities supported by MOOCs focused on the responsible use of local biodiversity from a biotechnological perspective.

The Promise of MOOCs Revisited? Demographics of Learners Preparing for University

This paper leverages cluster analysis to provide insight into how traditionally underrepresented learners engage with entry-level massive open online courses (MOOCs) intended to lower the barrier to university enrolment, produced by a major research university in the United States. From an initial sample of 260,239 learners, we cluster analyze a subset of data from 29,083 participants who submitted an assignment in one of nine entry-level MOOC courses. Manhattan distance and Gower distance measures are computed based on engagement, achievement, and demographic data. To our knowledge, this marks one of the first such uses of Gower distance to cluster mixed-variable data to explore fairness and equity in the MOOC literature. The clusters are derived from CLARA and PAM algorithms, enriched by demographic data, with a particular focus on education level, as well as approximated socioeconomic status (SES) for a smaller subset of learners. Results indicate that learners without a college degree are more likely to be high-performing compared to college-educated learners. Learners from lower SES backgrounds are just as likely to be successful as learners from middle and higher SES backgrounds. While MOOCs have struggled to improve access to learning, more fair and equitable outcomes for traditionally underrepresented learners are possible.

Massive Open Online Courses (MOOCs): A Perspective from the Engineering Education

The COVID Pandemic was a big hit not only for the education sector but also finance sector, industrial sector etc. Due to this adverse situation the physical classes were abruptly stopped and there was a chaos. During this arduous situation universities switched to E-learning. Students started taking MOOC courses. Massive Open Online Courses (MOOC) are online courses offered by diverse educators with the goal of enabling everyone to access content at reasonable prices from any location. This paper presents how Universities can influence students to enroll in courses. For this study purpose students at a University in Pune provided the data in the form of Feedback and Suggestions. Students can enroll in a Course for one of two reasons: to learn new things and develop their abilities, or to gain University Credits. The results showed that many students were completing MOOC courses for credit than for personal growth, a strong correlation between enrolling in a MOOC course for university credit and successful completion is observed. A strong need for University teachers to offer their expertise on these platforms to ensure global knowledge sharing was also observed. Keywords— MOOC; Self Learning; MOOC Platforms; Performance.

Premchand’s The Chess Players: A Comparative Analysis of YouTube and MOOC Platforms

YouTube videos are being increasingly viewed as alternate educational resources by a large number of learners. Massive open online courses (MOOCs) also include video lectures from scholars of high-profile universities. This paper aims to give an insight into the question of whether just consuming videos on YouTube is enough to ensure proper learning or hour-long MOOC lectures are necessary to comprehend the nuanced and layered writings of great writers like Mushi Premchand. It presents a comparative analysis of a few video lectures of three Swayam MOOC courses on Premchand’s short story, The Chess Players, along with its various mass-market multimedia renderings on YouTube. While such popular renditions ensure a wide currency for the story, the academic discourse has critically analysed the story in terms of its narrative structure and its gendered power structure. This paper explores whether such analyses are inherently closer to the underlying message of the story. It also examines whether the YouTube videos can make up for a close reading of the text itself. It concludes that Premchand may best be understood in the original Hindi text, then consumed critically through MOOCs, and only much later, should he be watched on YouTube, if necessary.

Adoption and Impact of MOOC Courses in Management Education - A Study in Nagpur

The purpose of this study is to investigate the factors that influence people's intentions to use Massive Open Online Courses (MOOCs) and their impact on students pursuing or finishing their management education in the Nagpur region. MOOCs offer self-paced learning, learning while earning money and learning, among other things from any location at all. This study focuses on how MOOCs are being adopted at various educational levels and how they affect the awareness and personality development of management students in the Nagpur region. It has also been observed that participating in MOOCs helps students develop their skills and in some way improves their knowledge. According to the research, postgraduate and MBA students are more aware of MOOCs than undergraduate students. According to new curricula established by Nagpur university in the year 2019, MBA students pursuing degrees are more aware of MOOCs because Swayam is a required component of their academics for earning a degree. Maximum students prefer to do MOOCs during their undergraduate and postgraduate degrees.