Development Of Massive Open Online Courses Research Articles

Advancing Digital Teaching Literacy: The M-PRAE Model for Large-Scale Enhancement of Primary and Secondary School Teachers

High-quality teachers are essential to building a strong educational system, with digital teaching literacy being crucial to their professional development. This study, informed by a review of existing research, addressed the need for enhancing the digital teaching literacy among primary and secondary school teachers. Utilizing the MOOC construction concept (Concept), MOOC teaching content (Content), and MOOC design and development (Development)CCD model and the large-scale capabilities of Massive Open Online Courses (MOOCs), this study developed the M-PRAE model, which encompasses five components: building a MOOC, clarifying improvement problems, supplying digital and non-digital resources, implementing collaborative activities, and conducting multi-dimensional evidence-based evaluations. The M-PRAE model facilitated the development of the “Innovative Application of Digital Teaching” MOOC, which was subsequently implemented with over 2,000 primary and secondary school teachers in Guangdong Province, China, to assess its effectiveness. The results indicate that the M-PRAE model effectively enhances digital teaching literacy among primary and secondary school teachers on a large and contributes to the innovative development of basic education.

The Application, Limitations, and Improvement Measures of MOOCs in Education in the New Era

MOOCs (Massive Open Online Courses) are an internet-based online education model that provides teaching resources and services to global users via web platforms. The development of MOOCs can be traced back to 2002, with significant acceleration in recent years. In education, MOOCs have been widely applied, such as in flipped classrooms and teacher training. They offer high flexibility and rich learning resources, significantly improving students' learning efficiency and reducing learning costs. However, MOOCs also face challenges, such as uneven teaching quality, lack of learner self-discipline, and insufficient humanistic care. For the sustainable development of MOOCs, there is a need to strengthen teacher training, improve teaching quality, enhance teaching evaluation and feedback, and perfect online education regulation. With the rapid development of information technology and the internet, MOOC education has become a prominent educational model. This paper aims to discuss the application of MOOCs in education in the new era, analyze the existing problems, and propose effective improvement measures to more effectively promote the development of MOOC education.

Variation of HE academics’ experiences of designing MOOCs

There has been abundant research studying academics’ conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics’ experiences in teaching and learning in general, and there is very little research studying academics’ course designs, in particular. MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners’ MOOC experiences, there is a lack of research on academics’ experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics’ experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics’ experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area. I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics’ perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.

Initial Strategies and Requirements Definition: “Educação ON” Project

This article presents the initial strategies and requirements definition for the development of Massive Open Online Courses (MOOCs) within the scope of the "Educação ON" project, which involves collaboration between two Brazilian universities and the Polytechnic Institute of Viseu. The primary objective of this initial phase is to establish a theoretical and technical foundation for the creation of effective MOOCs, focused on accessible and personalized learning, with particular emphasis on students from Portuguese official education and Brazilian higher education. The literature review allowed for the identification of best practices and challenges, providing guidelines for the definition of pedagogical and technological requirements. Through student surveys and expert interviews, strategies were outlined to ensure that the courses meet the needs of a diverse audience. The methodology included a literature review, student surveys, and consultations with experts, resulting in a solid proposal for the development of MOOCs

The Design of a MOOC on Health Behaviors: A Practical Blueprint for the Instructional Design of MOOCs

Massive Open Online Courses (MOOCs) are a primary mode of scaled-up online learning. They have enjoyed great popularity, which grew significantly during the Covid-19 pandemic. Despite the growing demand for MOOCs and the desire of institutions to develop high-quality courses, research indicates that the educational impact of MOOCs is limited. Low instructional design quality has been cited as a culprit for the failure of MOOCs to support learning and skill development, prompting calls for a more thorough design of MOOCs. The aims of our work are to describe the systematic development of guiding principles that informed instructional design decisions for our MOOC on health behaviors and to showcase how these principles were implemented in practice. Through triangulation of various sources of evidence on anticipated learners and the MOOC learning environment, we identified four key aspects we needed to address with our instructional design to facilitate learning. We formulated guiding principles that both addressed these aspects and served as a reference point during instructional design. Our approach to making instructional design decisions can serve as a practical blueprint for other MOOC developers.

Strengthening inclusive teaching with a MOOC: Adult education and STEM as professional development partners

AbstractThis article explores the design and development of a Massive Open Online Course (MOOC) on inclusive teaching. Released in the Fall of 2023, the MOOC is particularly unique because of its intentional use of ethnically diverse voices and multimodal content to include art, music, spoken word, and storytelling. Modules range from Self and Empathy to Classroom Climate and Networks. MOOC production was graciously funded by a grant from the Howard Hughes Medical Institute. At its core, the article will share reflections on the rationale and process, describe how STEM and Adult Education scholar‐practitioners collaborated to infuse adult education and interdisciplinary concepts in MOOC development and outline meaningful implications for the field.

Integrating digital well-being into MOOCs: A ten-year review of trends in China's higher education

Digital well-being serves as a crucial indicator of the quality and effectiveness of education across countries worldwide. In this context, the rising prominence of Massive Open Online Courses (MOOC) within China's higher education sector warrants further investigation; however, there is a paucity of studies examining how digital well-being contributes to the evolution of MOOC, with limited empirical support available. To address this gap, this study employs literature retrieval and analysis methods, selecting 20 journal articles to offer a comprehensive perspective on the development of MOOC in Chinese higher education. It elucidates background characteristics, developmental trends, theoretical frameworks, and the role of digital well-being in facilitating future advancements in MOOC to resolve value-related challenges encountered during their development process. The findings indicate that the progression of MOOC aligns with digital well-being requirements, suggesting that integration with big data and intelligent systems represents an emerging trend. This synthesis provides novel insights into leveraging digital well-being to enhance MOOC implementation within educational settings in China.

Integration of Massive Open Online Course (MOOC) in Conventional Teaching and Learning for Fixed Prosthodontics - A Case Study

The potential for Massive Open Online Courses (MOOCs) in clinical dentistry remains vague and inadequately explored. Objectives: The study aims to obtain insight into the development of MOOCs in Fixed Partial Dental Prostheses (FPDPs) and to assess students’ learning preferences, module quality, and interface usability. Methods: The MOOCs was created by seven academicians with prosthodontic backgrounds. After completing the MOOCs and three complementary online discussion sessions, the students (n = 89) were invited to participate in an online survey. SPSS version 23 was used to calculate the frequency, percentage, mean, and standard deviation of categorical data (SD). Results: A total of 84.1% of students completed the survey. Six modules with five different FPDPs topics and a single implant topic were created for this MOOCs, which consists teaching and practical modules. 94.6% of respondents agreed that MOOCs can be used to supplement traditional T&L, with 64.9% preferring MOOCs to traditional classrooms. The majority of the items received a high mean score above 4.00, indicating that the majority of respondents were satisfied with the developed MOOC’s course content, usability, and interface. Conclusion: The majority of respondents agreed that the overall course content is well-organized and expressed positive feedback on integrating MOOCs into traditional classrooms.

Development of MOOCs in Civil Engineering Education through Gamification Implementation

Background: Massive Open Online Courses (MOOCs) represent an accessible online learning platform open to everyone without specific conditions. The prominence of MOOCs has surged, particularly following the Covid-19 pandemic. Despite this global trend, the development of MOOCs in Indonesia faces challenges such as community unpreparedness and inadequate infrastructure. Traditional education perceptions persist, with many Indonesians believing in the necessity of formal education. Gamification, involving the incorporation of enjoyable and engaging game elements into non-game activities, presents an innovative approach. Given the relatively low demand for MOOCs in Indonesia, gamification is employed to enhance user motivation and retention, with the expectation of increasing student interest in utilizing MOOCs.Methods: The research methodology employed is Research and Development (RD), utilizing the Four D-Models model and gamification analysis through the Octa lysis Gamification Framework. This framework serves as the foundation for the selection of gamification elements.Results: Media validation results demonstrate an 86% feasibility rating for gamification-based MOOC products in Engineering Mechanics 1 courses, categorizing it as "Very Decent." Overall, the MOOC platform achieves a 92% feasibility rating, also falling into the "Very Decent" category.Conclusion: In conclusion, the research affirms that the development of gamification-based MOOCs in Engineering Mechanics 1 courses is viable for integration into the learning process. This is supported by the positive results from media validation and trials, both categorized as "Very Decent."

Proposed methodology for designing and developing MOOCs for the deaf community

Massive Open Online Courses (MOOCs) have become important resources in educational environments worldwide because they have a positive impact on teaching and learning processes. Nevertheless, the way they are designed is crucial to properly address the requirements of special needs people in educational processes. Thus, this paper proposes a methodology for designing and developing MOOCs for Deaf or hard-of-hearing individuals. This exploratory and descriptive study adopted an inclusive education approach based on a literature review and expert consultation. The results highlight the importance of four aspects in MOOC development for these special needs individuals: (i) designing and incorporating elements that meet the needs of Deaf or hard-of-hearing people so that they can use MOOCs effectively; (ii) combining different methodologies and resources; (iii) properly planning and sequencing the design stages; and (iv) using appropriate tools, contents, and times for the process. The findings show that MOOCs should be adequately designed to address the demands of the Deaf community by considering their characteristics and requirements and incorporating current tools, practices, and resources.

Behavior analysis and formative assessments in online oral medicine education during the COVID-19 pandemic.

During the coronavirus disease 2019 (COVID-19) pandemic, traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization. In this context, it is important to investigate the necessity and effectiveness of online teaching methods for medical students. This study explored stomatology education in China to evaluate the development and challenges facing the field using massive open online courses (MOOCs) for oral medicine education during the pandemic. To investigate the current situation and challenges facing stomatology education in China, and to assess the necessity and effectiveness of online teaching methods among medical students. Online courses were developed and offered on personal computers and mobile terminals. Behavioral analysis and formative assessments were conducted to evaluate the learning status of students. The results showed that most learners had already completed MOOCs and achieved better results. Course behavior analysis and student surveys indicated that students enjoyed the learning experience. However, the development of oral MOOCs during the COVID-19 pandemic faced significant challenges. This study provides insights into the potential of using MOOCs to support online professional learning and future teaching innovation, but emphasizes the need for careful design and positive feedback to ensure their success.

MOOCs: an insider’s perspective on a novel educational method with historical, organizational, participatory, and evaluative aspects

This research investigates the role and conditions for the utilization of Massive Open Online Courses (MOOCs) in the modern educational system. The study aims to identify the evolutionary stages in the development of MOOCs, highlight the tools employed in their organization, determine the roles of the learning participants within MOOCs, and analyze the outcomes of implementing MOOCs. The research focuses on the development and proliferation of MOOCs in both global and domestic educational practices. The subject of investigation encompasses the conditions for using MOOCs in worldwide and national educational contexts. The research methodology includes analyzing regulatory acts, government programs, scientific publications, articles, monographs, and materials from scientific conferences and seminars. The findings explore the history of MOOC creation and dissemination, tracing the evolutionary transition from open content to open learning processes. The concept of a "personal learning environment" is examined, highlighting the social services involved in its formation. Practical achievements, experimental evidence, and statistical data on organizing the learning process within open distance courses are analyzed.The main conclusions and recommendations emphasize that MOOCs represent a new and underexplored method of education, incorporating novel approaches and social services that are constantly evolving. Successful implementation requires addressing key issues such as selecting and evaluating open content, assisting students in organizing activities with open content, and more. Additionally, broader questions arise, including the suitability of certain subjects for open distance courses, the integration of MOOCs into traditional teaching approaches, and the necessary pedagogical skills for conducting open distance courses.

A pedagogical approach optimization toward sustainable architectural technology education applied by massive open online courses

PurposeThe application of massive open online courses (MOOCs) helps integrate sustainable development goals (SDGs) into architectural curricula. The essence of MOOC development is building an education platform that promotes the sharing and continuing of global education resources.Design/methodology/approachThis study establishes a four-dimensional evaluation model based on the four characteristics of MOOCs. The quadrilateral area evaluation method is used to create an evaluation radar chart to comprehensively evaluate satisfaction and demand in the traditional teaching model of architectural technology. This study discusses whether the curriculum is suitable for the development of MOOCs and how to optimize the sustainable pedagogical mode according to its characteristics to meet future teaching needs and realize the sustainable development of education.FindingsSatisfaction evaluation found that current education is not open enough from the students' perspective; therefore, MOOCs enhance students' participation and significantly reduce future learning costs. Through demand evaluation, it was found that both teachers and students believed that the lack of direct and effective communication between them and the difficulty in ensuring the learning effect were problems that must be addressed in MOOCs.Originality/valueThis study focused on the sustainability of MOOCs in curriculum development. It emphasizes the combination of MOOCs' teaching modes and the course itself and provides specific guidance and suggestions for improving the course. It uses an evaluation method for objective analysis and visualization.

Design and Development of MOOCs to Develop Civil Apparatus Competence for the Banten Provincial Government Toward Banten Corporate University

Competency development is important for every employee and should be empowered for them. Competency development through training consists of classical training and non-classical training. One form of non-classical training is independent learning and self-development through online learning, such as Massive Open Online Courses (MOOCs). The purpose of this research is to figure out the learning process either before and after the development of MOOCs and to develop an information system for training and independent learning as one feature of LMS Banten Ceria in the form of a Massive Open Online Course (MOOC) as an online learning platform with the principle of independent learning or self-directed learning in order to support the Corporate University program in the Province of Banten. This research has a mixed-methods design that blends qualitative and quantitative methodologies. The 4D Thiagarajan model is used in this study, along with research and development methodologies. The result show that MOOCs are effective in developing the competencies of the civil apparatus in the Province of Banten. The difference in average between the pre-test and post-test scores is 20 points. The learning process after using MOOCs shows improvements in knowledge and competence. Hence, the system of online learning will support the BPSDMD Banten Provincial Program as it becomes a corporate university. Keywords: Development MOOCs, Design MOOCs, Civil Apparatus Competence

Digital Health Literacy and Person-Centred Care: Co-Creation of a Massive Open Online Course for Women with Breast Cancer.

The diagnosis of breast cancer (BC) can make the affected person vulnerable to suffering the possible consequences of the use of low-quality health information. Massive open online courses (MOOCs) may be a useful and efficient resource to improve digital health literacy and person-centred care in this population. The aim of this study is to co-create a MOOC for women with BC, using a modified design approach based on patients' experience. Co-creation was divided into three sequential phases: exploratory, development and evaluation. Seventeen women in any stage of BC and two healthcare professionals participated. In the exploratory phase, a patient journey map was carried out and empowerment needs related to emotional management strategies and self-care guidelines were identified, as well as information needs related to understanding medical terminology. In the development phase, participants designed the structure and contents of the MOOC through a Moodle platform. A MOOC with five units was developed. In the evaluation phase, participants strongly agreed that their participation was useful for the MOOC's development and participating in the co-creation process made the content more relevant to them (experience in the co-creation); most of the participants positively evaluated the content or interface of the MOOC (acceptability pilot). Educational interventions designed by women with BC is a viable strategy to generate higher-quality, useful resources for this population.

A Case Study to Explore a UDL Evaluation Framework Based on MOOCs

In this paper, we focus on 23 undergraduate students’ application of a universal design for learning (UDL) evaluation framework for assessing a massive open online course (MOOC) in the context of a usability and accessibility university course. Using a mixed-methods approach, we first report the extent to which untrained raters agree when evaluating their course with the framework and then examine their feedback on using UDL for assessment purposes. Our results indicate user feedback provides great value for both the future development of accessible MOOCs and identifies opportunities to improve the evaluation framework. For that purpose, we suggest an iterative process comprised of refining the framework while working with students and which could help students to internalise UDL principles and guidelines to become expert learners and evaluators. The complexities and redundancies that surfaced in our research, as reported in this paper, illustrate that there is variability in the perception of both the course design and the interpretation of the framework. Results indicate that UDL cannot be applied as a list of simple checkpoints, but also provide insights into aspects of the framework that can be improved to make the framework itself more accessible to students.

An investigation of self-regulated learning in a novel MOOC platform

Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners’ SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation.

Quality criteria in MOOC: Comparative and proposed indicators.

The MOOC (Massive Open Online Course) offer revolution requires processes that can define their quality, especially due to the number of courses offered, as well as the high number of students enrolled in them. The objective of this study is to identify the main requirements and indicators of the MOOC following the ENQA (The European Association for Quality Assurance in Higher Education) considerations. To establish this system, the study has been carried out through the Delphi method with successive rounds of application from the systematic use of expert judgment. This method has been applied to achieve consensus on a set of requirements and indicators of 20 experts from eight different institutions in the field of application and development of MOOCs that assessed the indicators according to the quality criteria according to three aspects: relevance, feasibility, and comparability. Therefore, the outcome of this study is a system as a mechanism for the university to approve or disapprove a MOOC (checklist) and assess its quality.

Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic

COVID-19 has had a severe impact on higher education worldwide, and Massive Open Online Courses (MOOCs) have become the best solution to reduce the impact of the COVID-19 on student learning. In order to improve the quality of MOOCs for Landscape Architecture, it is essential to fully understand the psychological needs of students learning online. A total of 119 undergraduates and postgraduates majoring in landscape architecture were selected as the research subjects, and 18 indicators falling into 5 functions, including course organization, course resources, learning environment, learning experience, and learning support were screened. Questionnaires based on the KANO model were prepared at wjx.cn for investigation through WeChat. Attributes were classified according to the traditional KANO model and the KANO model based on Better-Worse coefficients. The research showed that based on the classification results of the traditional KANO model, 17 of the 18 indicators were of the attractive quality factor and the rest were of the must-be quality factor. After reclassification using the KANO model based on Better-Worse coefficients, 4 of the 18 indicators were must-be quality factors, 6 were one-dimensional quality factors, 4 were attractive quality factors, and the rest 4 were indifferent quality factors. Compared to the traditional KANO model, the KANO model based on Better-Worse coefficients has better quality element classification discrimination. According to the KANO-based analysis, appropriate strategies for indicators shall be adopted for MOOC development according to the four types of quality requirements. The research can provide a basis for the development and optimization of MOOCs for landscape architecture so as to better meet the learning needs of students and achieve better learning effects.

Analysis of the Development of MOOCs Assisted Digital Teaching Materials on Impulsive and Momentum Materials to Train Critical Thinking Skills in Bengkulu City High Schools

Investigating the feasibility of the product and students' response to it is the main goal of this R&D. The 4-D development paradigm used in this study consists of the following stages: defining, designing, developing, and dissemination stages. In this study, students from secondary schools in Bengkulu City, SMAN 02, SMAN 4 and SMAN 09 took part. The focus of this research is to train students' critical thinking skills through participation in massive open online courses (MOOCs) with topics related to assisted impulses and momentum. Eighty-eight students from three institutions were surveyed, and their answers were validated by two professional lecturers and three physics professors. Classroom observations, interviews with instructors and students, questionnaires tailored to their needs, expert validation, and analysis of quantitative and qualitative responses provided data for research. The average percentage of respondents who strongly agreed with the statement that teachers' needs were met was 89.68 percent; Respondents who agreed with the statement of student needs were 73.92 percent.