MOOC Course Research Articles

Challenges of Converting an In-person Dance Course to a MOOC Course

This article presents the design experience of the “Folk dance as cultural heritage” course, which is offered to undergraduate students from University of Cauca the “massive online course” modality. It shows the main challenges faced in the exercise of the integration of two in-person courses, one practical and one theoretical, and its process of transformation into a MOOC. The course was designed for two academic credits with six hours of dedication per week and is offered as an elective (non-mandatory) class of the Integral Social and Human Formation (FISH) component, through a space in the MOOC Open edX platform. The integration process of the two in-person courses and their transformation into a MOOC, brought with it several challenges related to the adjustment of contents, academic activities and evaluation. This article presents how these challenges were faced in this experience. It is worth mentioning that one of the results obtained in this research is associated with the contribution of the research to the first folk dance course in MOOC modality in Latin America, what makes it an innovative educational proposal that allows the rescue of culture through the adaptation of traditional educational contents.

Predicting the Efficiency and Success Rate of Programming Courses in MOOC Using Machine Learning Approach for Future Employment in the IT Industry

Modern businesses and jobs in demand have witnessed the requirement of programming skills in candidates, for example, business analyst, database administrator, software engineer, software developer, and many more. Programming courses are a very influential and important part of forming the future of the IT industry. Throughout the recent years, a substantial amount of research has been conducted to improve the programming novices, but the problems are returning in every new generation and reporting high failure rates. The dataset used in this study is the ‘CodeChef competition' dataset and the ‘Coursera' dataset. Firstly, this research work conducts the preview analysis to understand the performance of learners in programming languages. Secondly, this work proposes a clear rationale between the popularity of MOOC courses and low completion rates. There is increasingly high enrolment in MOOC courses but with non-ideal completion rates. Finally, it builds the machine learning model and validates the accuracy of the trained model.

Impactos positivos y negativo de los MOOC y Webinars en tiempos de COVID-19 Ecuador

Given the current situation, the MOOCs courses and the web weekly webinars from March 2020, have become the main trend in virtual education as a phenomenon that has caused a very broad effect and a great impact for the training and cultural enrichment of the human beings and have opened the doors for new products and services for the use of society, and have witnessed how people have adapted to the quarantine caused by the epidemic of the coronavirus of severe acute respiratory syndrome (SARS-CoV), COVID -19. The search for the information was carried out through the official websites of the universities and metasearch engines, Google and Google academic, articles from scientific magazines, and reliable newspapers, to find out what is the fundamental role that MOOCs and weekly courses have had. Web Webinars in quarantine time, and the positive and negative impact they have caused in these times.

The Realistic Dilemma and Path Exploration of the Construction of MOOC in Colleges and Universities

With the rapid development of the information age, the form of teaching organization has undergone a fundamental change. MOOC is an open and shared learning resource with a very wide audience. This article systematically researches through research methods of literature and survey, and the research found that college MOOC teaching has a series of problems such as the top-level design of the curriculum system and the lack of professional relevance, the single teaching method, and the insufficient design of curriculum modules. The research proposes that the reform of the MOOC teaching model in colleges and universities should strengthen the top-level design and professionalism of MOOC courses; explore diversified MOOC teaching methods; follow the FPFI model to design course modules; effectively use big data and assessment methods to improve student learning efficiency.

Research on the Presentation Methods of MOOCs’ Teaching Video Based on the Qualitative Research Approached: A Case Study of 322 National-Level Quality MOOCs

MOOCs, as a new educational mode and form, has been widely welcomed around the world and also flourished in China for nearly ten years. Under the background that China has the largest total amount of MOOCs in the world, it is of great significance to explore the characteristics of high-quality MOOCs presentation mode for the future development. At present, although many studies have proved that the presentation mode of MOOCs’ teaching video has an impact on the teaching effect of MOOCs, there are few answers to questions such as “how to present” and “why to present in this way”. Based on this, from the perspective of qualitative research, this study selects the “national high-quality online open course”, which represents the highest level of online video in China, and analyzes the current online teaching video mode. The study found that in different types of teaching videos, the frequency and location of teacher images are different, and the key points and auxiliary teaching methods of making videos are also different. At the same time, the research also talks with a large number of existing researches in order to provide the construction ideas of high-quality resources for the builders of follow-up MOOCs courses.

Assessing program-level learning strategies in MOOCs

Massive Open Online Courses have provided researchers with considerable opportunities to assess student learning within technically mediated online environments. However, for most reported studies, analyses are conducted from a single MOOC or over multiple MOOCs with different learner enrolments. Thus, this limits the opportunities to assess the changing behavior of learners over time. In this paper, the behavioral engagement of 175 students was examined, who were enrolled in a professional development study program consisting of four different MOOCs, comprising a complete program of study. A comprehensive analysis was conducted to understand the changing behavior of learners within each course and across the MOOC program. To do this, we used latent class analysis, a clustering technique widely used in other fields, but mostly unexplored within educational technology research. Our results revealed six weekly learning strategies based on student course engagement and three different program-level learning strategies, which not only differed in their learning behavior but also their final academic outcomes. Our study also showed substantial effects of MOOC course design on the level of student engagement in the courses. The results and implications are further discussed.

A Case Study of Adoption of a Mixed Teaching Mode in the Teaching of English-Chinese Translation Course

This paper explores the application of Task-Based Learning (TBL), Collaborative-Inquiry Model (CIM) + MOOCs mixed teaching mode in the teaching of “English-Chinese translation” course. When accomplishing learning tasks by groups, students are driven to carry out collaborative learning before class. Students feel compelled to complete specific learning tasks in the form of group cooperation assigned by the teacher through two quality MOOC courses before class. In the case of this translation course, students are required to gain an insight into certain differences between English and Chinese before class from the level of the syntactic structure to that of the semantic meaning. The teacher carefully designs the overall learning task and group learning tasks to ultimately achieve one of the teaching goals of enabling students to introduce Chinese culture in accurate and authentic English, and hence to improve students’ abilities in terms of cross-cultural translation and exchange of Chinese culture. The results show that: 1) TBL, CIM + MOOCs mixed teaching mode can cultivate students’ abilities to acquire knowledge independently, study with goals and inquiring spirits, and enhance students’ awareness of classroom participation; 2) Students can consciously adopt appropriate translation strategies based on their knowledge of the distinct features of English and Chinese, so as to avoid using Chinglish in their translation since they have a real in-depth understanding of the differences between the two languages by their autonomous online learning and collaborative discussion in advance; 3) Teaching activities of introducing Chinese culture in English have cultivated and improved students’ abilities to convey Chinese culture in accurate English and to tell well Chinese stories in idiomatic English.

An overview of an automated essay grading systems on content and non content based

Assessment is considered to play an essential function inside the Educational System. The interest of using automatic tools by human beings has been increased. So in the same way student response evaluation in education system with automatic assessment systems has grown exponentially in the last couple of years. Due to the increasing number of students and the use of online MOOC courses and lack of time and lack of consistency, assessment is shifted to automatic assessment. In this regard many of the researchers worked on it to make the assessment process easy. And they succeeded in assessment objective-type questions: i.e. multiple choices. Now here comes an interesting part is to assess the essays with automated tools. In this area, more number of researches worked and invented some tools for grading the essays but not up to the mark. Most of the assessment tools were assigning grades based on the style that is the number of sentences, the number of words, parts of speech, length of an essay, and grammar but not on the content of the essay. But few of the tools grading the essays based on the content by using traditional methods, and very few tools are using natural language processing methods.

Designing MOOCs: motivation and interaction issues

This paper analyses the motivation and interaction issues that constitute the core of educational design of MOOCs. In detail, a MOOC course was designed for investigating the influence of MOOC’s educational design on enhancing learners’ motivation and interaction with the instructor within course's forum. The IMMS questionnaire was chosen in order to measure learners’ motivation and course’s Learning Analytics, so as to examine interaction. The results indicated that educational design affects learners’ motivation and interaction. More specifically, affects the participation within the course and forum, the amount of posts, and the course’s completion.

‘I Am Proud of Myself'

This paper reports on a detailed thematic analysis of learners' evaluative comments at the end of a five-week academic writing MOOC run by a university in the UK which used a novel content+process MOOC approach. The authors wanted to identify whether this innovative approach to a MOOC course worked in terms of student satisfaction and achievement in mastering both the content and process of critically-based academic writing in second language (L2) English. The MOOC use of peer feedback, and limited availability of detailed expert feedback from educators and mentors, were the primary sources of negative evaluation. However, in general, they found an overwhelming delight in taking the course, demonstrating a clear sense of pride, achievement, and satisfaction of mastering an unfamiliar and difficult skill that many saw as crucial to their future life plans.

Practice and Thinking of Mixed Teaching Based on MOOC Class

MOOC, which refers to a large-scale open online course, is an "Internet + education" online course model emerging from the information society. The MOOC is different from the traditional curriculum model. It is not only for dozens of students, it is for thousands of students regardless of nationality or region. In recent years, in China, the MOOC course has received great attention. Through the analysis of Coursera's data, the number of registered users in China has increased sharply every year, far exceeding other countries in the world. In many higher education institutions in China, the study of the MOOC teaching model has become one of the key points of the teaching reform. The mixed teaching based on the MOOC has begun to be used in college English, ideology and politics, biochemistry, engineering, nursing, etc. In professional courses. This article discusses the mixed teaching practice based on MOOC. By analyzing the difference between mixed teaching and traditional teaching, it points out the key points and difficulties of mixed teaching in practice.

¿Cómo ser autor y tutor virtual aplicando metodologías educativas y estrategias de enseñanza apoyada en herramientas y recursos digitales?

El planteamiento de una metodología para cursos masivos con el apoyo de plataformas virtuales, imprescindible para los actuales requerimientos de la Sociedad de la Información y el Conocimiento, junto a la necesidad de que las instituciones educativas universitarias respondan a las nuevas formas de aprender y comunicarse, ha sido el propósito fundamental de esta investigación. Las instituciones públicas y privadas deben contar con metodologías adecuadas para aplicarlas en las plataformas tecnológicas, como Moodle, la plataforma más utilizada a nivel nacional. El objetivo que se pretende con esta metodología es la actualización y perfeccionamiento de la función pública ecuatoriana en el ámbito educativo, lo que permitirá a los docentes autores o tutores conocer el diseño instruccional de un curso MOOC, la producción de material didáctico, el uso y aplicación de herramientas o recursos tecnológicos y de estrategias didácticas, entre otros. Con el propósito de cumplir con los objetivos establecidos en la investigación, se realizaron entrevistas a directivos, docentes y servidores públicos de diferentes universidades del país; y de la misma manera se realizó el análisis cuantitativo de los constructos de los cuestionarios aplicados a los funcionarios públicos. Con base en los resultados de la investigación cualitativa y cuantitativa se planteó el método de la triangulación, para concluir con una discusión de resultados.

A comparative study of modern information-based teaching platform

Starting with the characteristics of information-based teaching platform, we analyze the characteristics of information-based teaching from nine aspects. We compare the advantages and the differences between MOOC and SPOC from the aspects of charging mode, educational efficiency, interactivity, adaptability, binding force, suitable field, objectivity and teaching freedom, etc., and study the current situation of common information-based teaching platforms. We find that the web stations of i-courses.com and icve.com.cn mainly focus on course teaching, and support MOOC and SPOC courses, but they are weak in the functions of live broadcast, conference, and office OA. Tencent classroom and QQ live broadcast are of live-based, but lack comprehensive teaching evaluation and assessment system. Finally, combining with the teaching practice, we give some constructive suggestions on how to choose an information-based teaching platform.

Supply chain workforce training: addressing the digital skills gap

PurposeThe purpose of this research was to address the critical need for supply chain workforce training to empower employees to use new digital technologies and to identify and evaluate current sources of supply chain training.Design/methodology/approachAn online search was performed to locate training that is available for supply chain employees. Training providers who met the online delivery criterion were identified and evaluated on: (1) amount of supply chain content and/or digital technology content, (2) flexibility, (3) customizable and (4) credentials offered.FindingsSeveral sources of supply chain training were identified—supply chain professional organizations, consultants, MOOC courses and MicroMasters programs at colleges and universities.Research limitations/implicationsThe results of this study are limited by the fact that the number of supply chain training providers identified is not exhaustive and because the study examined training opportunities available at a particular point in time. Course offerings will change over time; certification requirements will be updated, and new providers will appear.Practical implicationsBy identifying sources of supply chain training that are currently available to help bridge this serious skill shortage, the results can serve as a guide to enterprises moving toward supply chain digitalization.Social implicationsTo succeed in the current environment of digital transformation, employees need opportunities to build digital skills that are demanded by corporations around the world. This is especially important at a time when unemployment is at an alarming rate.Originality/valueAn earlier version of the paper was presented at the 2019 Meeting of the Decision Sciences Institute, November 23–25, 2019, in New Orleans, LA.

My Experience: Science behind Online Teaching-Learning

A Coronavirus disease has changed the scenario of the education system altogether. Online delivery of courses is not a new thing. We do have YouTube videos, Udemy, Edureka Live sessions and Nptel, MOOC courses, and many more. All the stakeholders’ students as well as professors, parents are familiar with Online and live sessions. But when it comes to total replacement of physical education by complete online sessions then it’s challenging. Plenty of excellent tools, frameworks, and products like Microsoft Team, Zoom, Moodle, Gomeetings, and many more are available to deliver classes as well as Practicals. In this paper, I would like to share different methodologies like students mind preparation, Students engagement, Assignments, summarization and feedback which proves very fruitful during my course delivery.

Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study

The main objective of this research is to establish the measurement of pre-service teachers on the MOOC phenomenon, one of the most important manifestations within the processes of on-line education that have emerged under the protection of the digital paradigm. The research methodology used was of an exploratory, qualitative, and descriptive nature. It falls within the generic scope of qualitative research methods of an ethnographic nature through the analysis of learning objects and interventions in the network. The sample (n = 218) was composed of students from the educational field, who took a subject focused on ICT applied to education, over several academic years. Using the edublog as a digital and documentary source, a total of 1962 frequencies were collected referring to the advantages (1052 frequencies) and limitations (910 frequencies) that they determined when carrying out these courses. As main results, it is worth mentioning that pre-service teachers consider MOOC courses valuable as teaching models in socio-educational contexts. They offer unquestionable advantages such as free of charge usage, training for disadvantaged groups, flexible hours, etc. However, their disadvantages are also important. For example, it is considered that these courses do not adequately follow up on the student, that the materials they offer are not very innovative, or also that the evaluation of the learning is inadequate. It is interesting to note that the main problems identified are of a pedagogical, not technical, nature.

Predictive learning analytics using deep learning model in MOOCs’ courses videos

Analysis of learning behavior of MOOC enthusiasts has become a posed challenge in the Learning Analytics field, which is especially related to video lecture data, since most learners watch the same online lecture videos. It helps to conduct a comprehensive analysis of such behaviors and explore various learning patterns for learners and predict their performance by MOOC courses video. This paper exploits a temporal sequential classification problem by analyzing video clickstream data and predict learner performance, which is a vital decision-making problem, by addressing their issues and improving the educational process. This paper employs a deep neural network (LSTM) on a set of implicit features extracted from video clickstreams data to predict learners’ weekly performance and enable instructors to set measures for timely intervention. Results show that accuracy rate of the proposed model is 82%–93% throughout course weeks. The proposed LSTM model outperforms baseline ANNs, Super Vector Machine (SVM) and Logistic Regression by an accuracy of 93% in real used courses’ datasets.

A Machine Learning Based Approach to Enhance Mooc Users’ Classification

At the beginning of the 2010 decade, the world of education and more specifically e-learning was revolutionized by the emergence of Massive Open Online Courses, better known by their acronym MOOC. Proposed more and more by universities and training centers around the world, MOOCs have become an undeniable asset for any student or person seeking to complete their initial training with free distance courses open to all areas. Despite the remarkable number of course enrollees, MOOCs have a huge dropout rate of up to 90%. This rate significantly affects the efforts made by the moderators for the success of this pedagogical model and negatively influences the learners’ experience and their supervision. To address this problem and help instructors streamline their interventions, we present a solution to classify MOOC learners into three distinct classes. The approach proposed in this paper is based on the filters methods to select the most relevant attributes and ensembling methods of machine learning algorithms. This approach has been validated by four MOOC courses from Stanford University. In order to prove the performance of the model (92.2%), a comparative study between the proposed model and other algorithms was made on several performance measures.

Challenges of Teaching in Massive Open Online Course

MOOC or Massive Open Online Course had gathered considerable interest as a new approach towards leveraging technology in higher education. It can be identified as a disruptive innovation in e-learning and MOOC research also had grown rapidly in terms of peer-reviewed studies over this few years. But until now, majority of MOOC based studies focuses on the learner’s perspectives. Surprisingly, there were limited studies towards MOOC instructor who plays important role in MOOC success. One of the essential aspects that need to be reviewed are the recent challenges faced by the instructor. Challenges are important because it is closely related to the cost of teaching MOOC. Based from the previous studies, they are not focuses exclusively on challenges faced by instructor. It mostly based on instructor’s overall experiences and also as secondary consideration behind learner’s perspectives. Besides that, they do not provide a comprehensive list of recent challenges that are vital towards understanding instructor’s problems in teaching MOOC. This study addressed these issues by investigating the literature on recent challenges faced by instructors in teaching MOOC. It is accomplished by conducting a systematic literature review on the recent literature from 2015 to 2018. 30 MOOC instructor perspectives studies were found where 12 studies are selected as primary studies. The findings offer current statistics of studies that provide recent challenges faced by instructors. 35 recent challenges had been identified we categorize them to 6 main themes of challenges.

Diversities of learners' interactions in different MOOC courses: How these diversities affects communication in learning

In this paper, social network analysis (SNA) and inductive qualitative analysis are used to explore the structure, vulnerability and information diffusion potential of four courses' network. Using text classifier based on machine learning, more than 100,000 posts from these courses were categorized as either related to the course content or not and furthermore studying these posts' role in different types of courses. Results show that (1) the network structure of different courses is determined by the learners' behaviour which is closely related to the background of the learners, the characteristics of the course and the teacher's guidance, (2) roles of content and non-content posts showing heterogeneity in different courses, non-content posts can promote global communication in science and engineering courses, but there is no such phenomenon observed in humanities courses. These results indicate that it is crucial to analyse learners' social behaviour in different courses and establish different guiding mechanisms. At the end of this paper, we point out the possible directions for future research.