Massive Open Online Courses Research Articles

An Emotion Recognition Method Based on Eye Movement and Audiovisual Features in MOOC Learning Environment

In recent years, more and more people have begun to use massive online open course (MOOC) platforms for distance learning. However, due to the space–time isolation between teachers and students, the negative emotional state of students in MOOC learning cannot be identified timely. Therefore, students cannot receive immediate feedback about their emotional states. In order to identify and classify learners’ emotions in video learning scenarios, we propose a multimodal emotion recognition method based on eye movement signals, audio signals, and video images. In this method, two novel features are proposed: feature of coordinate difference of eyemovement (FCDE) and pixel change rate sequence (PCRS). FCDE is extracted by combining eye movement coordinate trajectory and video optical flow trajectory, which can represent the learner’s attention degree. PCRS is extracted from the video image, which can represent the speed of image switching. A feature extraction network based on convolutional neural network (CNN) (FE-CNN) is designed to extract the deep features of the three modals. The extracted deep features are inputted into the emotion classification CNN (EC-CNN) to classify the emotions, including interest, happiness, confusion, and boredom. In single modal identification, the recognition accuracies corresponding to the three modals are 64.32%, 74.67%, and 71.88%. The three modals are fused by feature-level fusion, decision-level fusion, and model-level fusion methods, and the evaluation experiment results show that the method of decision-level fusion achieved the highest score of 81.90% of emotion recognition. Finally, the effectiveness of FCDE, FE-CNN, and EC-CNN modules is verified by ablation experiments.

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

Exploring the Factors Affecting Massive Open Online Course Learning in Higher Education

Massive open online course (MOOC) has been widely used as a supplementary education tool in higher education. However, MOOC efficacy was doubted for its low completion rate compared with traditional face-to-face courses. To explore the factors affecting MOOC learning in higher education, our study presents a constructivist grounded theory on the process of how college students learned MOOC. Sixteen participants from a college in China were interviewed. After analyzing the transcripts of interviews by open coding, axial coding, and selective coding, the findings indicate that college students studied MOOC because of intrinsic motivation, extrinsic motivation, and enhanced motivation. MOOC learners encountered barriers of learning devices and learning locations. MOOC learning behaviors had characteristics of fragmented, unplanned, and low priority. MOOC has birth defects in learning motivation and learning environment which lead to poor learning behavior. A conceptual model was built to reflect the relationships among motivation defect, environment defect, behavior, and college. Implications are provided for college instructors and administrators to improve MOOC teaching and learning effectiveness.

Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning

In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.

The use of WCAG and automatic tools by computer science students: a case study evaluating MOOC accessibility

Web Content Accessibility Guidelines (WCAG) have been the de facto standard for Web accessibility evaluation for more than two decades and therefore have been introduced into legislation and university curriculum in Computer Science. At The National Distance Education University (UNED) in Spain, we have been teaching the guidelines for the last 15 years but learning how to apply WCAG criteria is complex. In this paper, we present the results of the analysis of students’ performance in applying accessibility heuristic evaluation of an online resource (a Massive Open Online Course – MOOC) using WCAG. The experiment was carried out over two academic years to evaluate how accurate and easy it is to understand and use WCAG criteria by trained students as well as their perceptions of usefulness to evaluate accessibility barriers using automatic tools in combination with manual evaluation. Results from the study show that errors identified are aligned with accessibility evaluation literature: 65% of success criteria in WCAG do not reach 80% of agreement among raters which confirms the complexity of WCAG conformance. In total 62 (86%) criteria are marked as not being correctly addressed by automatic tools with an overlap of those showing false positives, and 25 criteria (34%) are indicated as difficult to evaluate manually. While all areas where raters disagree are potential opportunities for WCAG improvement, this research reinforces that WCAG evaluations are complex and difficult even with current automatic tools, and that the possible solutions for the way forward are: (1) a well-defined evaluation protocol including a combination of automatic tools and manual evaluations; (2) better training and professional development opportunities.

Pedagogical and Technical Analyses of Massive Open Online Courses on Artificial Intelligence

MOOCs (massive open online courses) are popular distance courses for which anyone can sign up online with no limits on the number of participants. Moreover, artificial intelligence is a combination of algorithms for the development of human and rational capabilities by machines. This article presents a quantitative study with a sample of 734 MOOCs on artificial intelligence from three important platforms. Through exploratory and factor analyses, and with the support of a category system, it is concluded that, there are similarities in terms of access to content, ease of navigation, design, toolbars, consistency, visible hypertexts, browsing support and links, help in content searching, and course development with regard to the technical dimension. Regarding the pedagogical dimension, xMOOCs represent the most extensive international trend, and unidirectional resources predominate. In relation to the content dimension, MOOCs that include content on the emerging and current uses of artificial intelligence in learning and training are remarkable, including three main trends in MOOCs on artificial intelligence: machine learning and education, ethics of AI, and human learning and inclusivity.

Understanding the motivation to enrol in a massive open online course – a case study from South Africa

ABSTRACT Massive Open Online Courses (MOOCs) have the potential to positively disrupt higher education in South Africa, but at present, only a few institutions in South Africa offer MOOCs. The aim of the study is to investigate why South African citizens would enrol in MOOCs to further their education. The purpose of the study is to understand the various factors that motivate citizens to make use of MOOCs for educational purposes. Data collection made use of an online questionnaire based on the Technology-User-Environment framework and recorded 3147 responses that were analysed with descriptive statistics. The responses from South African citizens indicated that lifelong learning, being in control of their learning journey and the flexibility of MOOCs were the biggest reasons why they would enrol in such as course. The recommendation then is that higher education institutions incorporate MOOCs in their educational offerings to remain competitive and attract potential students.

What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

Motivations of learners enrolled on a Massive Open Online Course – ‘The Science of Weight Loss: Dispelling diet myths’

Background: Massive Open Online Courses (MOOCs) can engage large numbers of learners. Understanding motivations for enrolling and elements that engage learners may help meet learner needs. This study explored motivations, intentions, recruitment methods and course acceptability of learners enrolled in ‘The Science of Weight Loss: Dispelling diet myths’ (SWL101X) MOOC on EdX. Design and setting: Cross-sectional analysis included 29,666 learners from 180+ countries. Methods: Learners provided demographic data, while 8,454 learners provided optional pre-course data and 987 provided post-course data. The pre-course survey examined learners’ motivations and intentions and recruitment method, and the post-course survey examined acceptability of course content. Descriptive statistics were reported as frequencies and percentages or medians (interquartile range)/means (standard deviation). Results: Learners (61% women, 51% aged between 25 and 44 years) enrolled in the MOOCs mainly to increase their nutrition knowledge (46%) and/or lose weight (62%). Most (61%) were recruited through EdX platforms (website, newsletters and blog). Course components were well received by the majority who completed the post-course survey. Conclusion: The SWL101X MOOC successfully delivered nutrition education. Future courses could consider trialling the text, videos and interactive features to further engage learners. Short, informal ‘talking head’ video content may facilitate engagement. Future courses should also ensure the inclusion of the most recent dietary practices for health, and the management of obesity as a chronic disease, as some of the content used in the course in this study does not represent current and/or best practice. The greater use of social media may enhance learner enrolment.

Implementation of Arabic Online Learning at Post-Pandemic of Covid 19

Entering the 21st century, education is using technology massively in learning activities, especially during the COVID-19 pandemic, so online learning is born with a variety of models and platforms. Online learning is generally divided into two categories: MOOCs (massive open online courses) and LMSs (learning management systems). This study aimed to show how online learning is built and how it can be implemented into different learning models. The study used descriptive qualitative research aimed at revealing the phenomenon of the preparation and implementation of online Arabic learning post-COVID-19 pandemic, based on data obtained from various literature and observations. The results revealed that in order to build and implement online Arabic language learning, the first research was carried out in the form of RPS and textbooks in PDF and/or video formats so that the material could be integrated into the online platform, and then the implementation of online learning could be in different models, whether blended, hybrid, or flipped, depending on the learning model structured in the planning document.

Physicians’ adoption of massive open online courses content in the workplace: An investigation on the training transfer process through the Theory of Planned Behavior

While Massive Open Online Courses (MOOCs) are recognized as helpful learning tools for professional development in healthcare organizations, they often result in a low transfer of knowledge and skills into participants' workplaces. Regarding this issue, little research has explored the factors shaping physicians’ intention to transfer learning acquired through these courses to their job. In light of the above, the present study adopted an extended version of the Theory of Planned Behavior (TPB) to address the low transfer rate in such a professional population by investigating the potential antecedents of transfer intention among 217 Italian physicians. They completed an online questionnaire measuring TPB traditional constructs (i.e., intention to transfer MOOCs content to the workplace, attitude, subjective norms, and perceived behavioral control), variables related to the MOOCs format, professionalism, and organizational learning culture. Findings showed that transfer intention was positively affected by attitude and perceived behavioral control; conversely, no significant association between subjective norms and intention emerged. Furthermore, the proximal antecedents of intention were affected by organizational learning culture. Lastly, attitude toward transfer was positively associated with MOOCs perceived usefulness, which mediated the path between MOOCs reputation and attitude. Study limitations and implications for future research and training programs development in the contest of professional continuing education are discussed.

Training in eight low-and middle-income countries: lessons learned from a pilot study using the WHO-TDR dissemination and implementation massive open online course.

Non-communicable diseases (NCDs) are a leading cause of morbidity and mortality in low-and middle- income countries (LMICs). Despite this, a lack of funding, training and mentorship for NCD investigators in LMICs exists. In an effort to gain knowledge and skills to address these gaps, participants from the Global Research on Implementation and Translation Science (GRIT), a consortium of studies in eight LMICs and their networks, attended the dissemination and implementation (D&I) massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases at the World Health Organization to strengthen D&I capacity building. Here, we report on the pilot of this MOOC, which was implemented during the SARS COVID-19 pandemic from April- November 2020. Participants completed pre-and post-training questionnaires to assess self-reported D&I competencies, general research skills, and research mentor access and quality. D&I competencies were measured by use of a scale developed for a US-based training program, with change in competency scores assessed by paired t test. We used univariate statistics to analyze the data for all other outcomes. Of the 247 participants enrolled, 32 (13%) completed all course requirements, 21 (9%) completed the pre-and post-surveys and are included in the analysis. D&I competency scores suggest improvement for those who had complete pre- and post-assessments. Trainee's average score on the full competency scale improved 1.45 points (0-5 scale) from pre- to post-test; all four subscales also showed evidence of improvements. There were small but not significant increases in competencies for grant writing, proposal/ manuscript writing and presentations from pre- to post-test assessment. 40% of trainees reported access to a research mentor and 12% reported access to a D&I specific mentor. Participants reported barriers (e.g., unstable internet access and challenges due to COVID-19) and facilitators (e.g., topical interests, collaboration with colleagues) to completing the MOOC. Although COVID-19 affected program usage and completion, the MOOC was feasible. We also had signals of effectiveness, meaning among LMIC participants completing the course, there was improvement in self-report D&I competency scores. Recommendations for future D&I trainings in LMICs include (1) adding more topic specific modules (i.e., NCD research, general research skills) for scalability; (2) fostering more collaboration with participants across LMICs; and (3) establishing partnerships with D&I mentors for course participants.

The Efficacy of the MOOC+SPOC Synchronous Learning Model in Vocational Education for Process Control Systems

Incorporating the Industrial Revolution into vocational education, particularly in enhancing curriculum and learning, encounters numerous obstacles. Utilizing technology in interactive learning is anticipated to actively involve learners and enhance their abilities in critical thinking, creativity, innovation, and problem-solving. This study emphasizes the limitations of traditional learning approaches in Process Control Systems and presents a novel framework of MOOC+SPOC Synchronous using a Research and Development (R&D) methodology. The Process Control System course encounters impediments that negatively impact the graduation rate, which is suboptimal. The merging of MOOC (Massive Open Online Course) and SPOC (Small Private Open Course) models into a synchronous MOOC+SPOC learning model seeks to enhance learning outcomes through the utilization of a cloud computing-based Virtual Remote Laboratory (VRLab). The outcome is a model that has been rigorously evaluated and proven effective through empirical research. The research data demonstrated this model's statistically significant positive effect on enhancing student learning outcomes. The Pre-Test and Post-Test results revealed that the experimental group experienced a notable improvement in learning outcomes, with an increase ranging from 10% to 46%. In comparison, the control group also exhibited increased learning outcomes, ranging from 5% to 39%. The statistical analysis reveals a consistent and significant growth in the Experimental group, indicating that students exhibit a favorable level of motivation throughout the learning process, as indicated by the average significance value exceeding 0.5. Based on the test findings acquired from this study, it can be concluded that the Synchronous MOOC+SPOC model is a viable alternative for addressing future difficulties in vocational education. This model is effective and has been proven to work.

From hype to reality: the changing landscape of MOOC research

PurposeThis paper examines the evolution of massive open online courses (MOOCs) literature over the past 15 years and identifies its significant developments.Design/methodology/approachUtilizing main path analysis (MPA) on a dataset of 1,613 articles from the Web of Science (WoS) databases, the authors construct the main pathway in MOOC literature through a citation analysis. Pajek software is used to visualize the 34 influential articles identified in the field.FindingsThree phases emerge in MOOC research: connectivism as a learning theory, facilitating education reform and breaking barriers to MOOCs adoption. Multiple-Global MPA highlights sub-themes including self-regulated learning (SRL), motivation, engagement, dropouts, student performance and the impact of COVID-19.Research limitations/implicationsFirst, data limitations from the WoS core collection might not cover all research, but using reputable sources enhances data validity. Second, despite careful algorithm selection to enhance accuracy, there remains a limitation inherent in the nature of citations. Such biased citations may result in findings that do not fully align with scholars' perspectives.Practical implicationsThe authors' findings contribute to the understanding of MOOCs literature development, enabling educators and researchers to grasp key trends and focus areas in the field. It can inform the design and implementation of MOOCs for more effective educational outcomes.Originality/valueThis study presents novel methodologies and important findings for advancing research and practice in MOOCs.

The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study

To enhance the development of massive open online course (MOOC) teaching and learning, prevalent methods and characteristics employed by college students in MOOC learning strategies must be investigated. This study employed the grounded theory approach to systematically encode and construct a learning strategy model for the use of MOOCs among college students in China. This study used data obtained from 57 college students and applied qualitative research coding procedures and NVivo software (version 12.0). The results revealed that the core learning strategies used by college students in MOOC learning could be categorized into cognitive, resource management, and metacognitive types. Five specific learning strategies were most frequently used: elaboration, interactive and cooperation, help-seeking, effort management, and information selection strategies. However, association and questioning strategies are infrequently employed by college students in their learning. Therefore, educators must actively guide students to expand their innovative thinking abilities by implementing these strategies.

Enhancing Teachers’ Professional Identity in a Reflective Learning MOOC

Social interaction in online teacher training can be challenging. Accordingly, we aim to explore how a massive open online course (MOOC) for teacher training affects the professional identity (PI) and development of teachers. This course was developed based on the reflective learning framework (RLF) and utilises modelling as a teaching method. For that, we enrolled in a mixed-method research study. Data were collected from 54 teachers and three discussion boards. Next, it was analysed through content analysis using grounded theory, the application of the narrative reflection assessment rubric (NARRA), and statistical tests. As a result, we observed a significant increase in teachers’ evaluations regarding reflective thinking (from 24% to 67%) and sociocultural learning (from 13% to 39%) after completing the course. Pearson’s r coefficient showed a positive relationship between the fourth NARRA element, transformation, and its predecessors. This indicates that each element plays a role in a continuous development process. The evidence was sufficient to conclude that the training promoted teachers’ PI development, except in the domain of job satisfaction.

Transforming Healthcare Education through Massive Open Online Courses (Moocs): A Comprehensive Analysis

Transforming Healthcare Education through Massive Open Online Courses (Moocs): A Comprehensive Analysis

Research on MOOC Curriculum Recommendation Model of Higher Vocational English based on Improved Intensive Learning Network

With the development and maturity of the Internet education industry, more and more vocational colleges have opened English teaching courses based on massive open online courses courses. However, there are many English-related courses on the massive open online courses course platform, and the use of scientific recommendation models can improve the teaching quality of such courses. Therefore, this research attempts to design two improved attention mechanisms and user-based embedded expression using meta-path technology. At the same time, these two are combined with reinforcement learning technology to design an improved massive open online courses English course recommendation model. The test results show that the hit rate of the model designed in this study is 89.84%, 74.28%, 70.81% and 71.35% respectively when the rank number is 20 and the parameter is 10. At this time, the cumulative income of normalized discount is 48.24%, 34.58%, 25.96% and 28.69% respectively. However, when the number of calculated samples reaches the maximum value of 1158609, the calculation time of the improved reinforcement learning recommendation model is 1867 seconds, which is also higher than the comparison model. The experimental results show that the curriculum recommendation accuracy of the massive open online courses recommendation model designed in this study is higher and the recommendation results are more reasonable. The results of this research have a certain application potential in the field of the construction of online education in colleges and universities.

‘I’m very interested in learning more’: What health care professionals in the Dying2Learn Massive Open Online Course think of the death doula role

The role of the death doula became apparent during the first Dying2Learn Massive Open Online Course in 2016. A death doula is a non-medical guide and advocate, who provides information and support for the dying and their family. The aim of this study was to understand Dying2Learn health care professionals’ perceptions of the death doula role. In week one of Dying2Learn, we asked whether the participants had an experience with a death doula and to share that experience. Of the n = 671 participants who responded to this activity, n = 317 identified as having a health care professional background, with these data extracted, analysed, and reported on. Nine themes were derived from the qualitative analysis: (1) not heard of the death doula role; (2) no experience with a death doula; (3) the role is beneficial; (4) has practiced as a death doula or has an interest in pursuing the role; (5) has heard of a death doula; (6) has had personal or professional experience with a death doula; (7) interested to learn more about the role; (8) the role overlaps with/is similar to those of other health/community roles and their own role incorporates death doula practices; (9) unsure about the role. Almost half of the respondents had not heard of the death doula role. Of those who had, those who work in hospice or specialist palliative care are more likely to have heard of the role and to want the role to be more well-known and to grow, acknowledging the potential in extra support for families when someone is dying. Some respondents had concerns, including the potential costs to the family of engaging a death doula and the fact that there was potential role overlap between death doulas and some health care professions.

Exploring heutagogy, knowledge management, and rhizomatic learning approaches in Master�s degree programs

Relevance. The digital transformation of education has necessitated a shift towards heutagogical principles in postgraduate programs. Even before the pandemic, theories about digital natives and heutagogy pointed towards new directions in education driven by digitalization.Purpose. This study aims to synthesize the emerging paradigms of Education 3.0 and 4.0 in relation to knowledge management concepts for training master's students. It also evaluates students� perspectives on the principles of Education 3.0 and self-directed learning.Methodology. A questionnaire with two sections was administered to 149 master's students across four universities in Kazakhstan.Results. Understanding heutagogy as a self-determined learning theory can cultivate a new generation of professionals ready for the knowledge economy. Heutagogy nurtures this phenomenon of a globalized knowledge marketplace. The theoretical portion summarizes approaches to redefining learning and learner identities by connecting digital disruptions to transformations in learning and thinking.Conclusions. The practical component examines Master�s students� evaluations of heutagogical principles. Future plans include developing Massive Open Online Courses (MOOCs) on heutagogy and Education 4.0.