MOOCs In Education Research Articles

Sustainable Construction of Higher Education MOOCs Using CNN Feature Extraction

The attention time of students studying in MOOC (Massive Open Online Courses) classroom was analyzed to optimize and further improve their performance. On this basis, a student class model based on convolutional neural networks (CNN) feature extraction was proposed. Through Pr (Adobe Premiere) technology, students' class videos were processed by framing, and relevant features were extracted based on changes in students' eye movement trajectories. Then, 10 class videos of ten different experimenters were selected for comparative experiments. After comparing the results, it was found that the test scores of the experimental personnel using MOOC model for assisted learning were significantly different from those before using MOOC model. The final test scores of the students using MOOC model for learning increased to 5-10 points, which had a certain positive impact on the learning results. In the context of sustainable development of higher education, the construction and application of the MOOC model require more favorable promotion and practice.

Development of the network communication culture in the future teacher

Relevance. The field of education in the 21st century is, as before, one of the key aspects of the development of society, however, modern conditions are changing the context of the training and functioning of future teachers. Due to the development of digital culture and the active use of online platforms and courses in the education system, it is important to investigate the development of a network communication culture among students of teacher�s institutes. Purpose. The purpose of the study is to investigate and highlight the issues of the development of digital education in future teachers of secondary schools in the Republic of Kazakhstan. Methodology. The following methods of scientific research were used: comparison, analysis, generalisation, typological approach. Results. As a result of studying aspects of the development of a network communication culture among young pedagogical specialists, it was possible to develop a vocabulary of the leading terms, such as �network culture�, and also to clarify the significance of the introduction of the digital form of the educational process. In addition, the main areas of modern education were clarified: the use of social networks and the use of ETDSML-type projects. Conclusions. This scientific research examines and analyses the main areas of application of one of the most promising areas in digital education � MOOCs, and robotics, as important educational tools in the learning process with further digital progress. This study can be used by teachers of higher educational institutions for the development of network communication of teachers and applicants, as well as for the further investigation of the network communication culture of students in teacher�s institutes. Keywords: distance learning; Internet; information environment; education; digital literacy

Privacy Risk and Correction Mechanism of Higher Education Mooc Based on Blockchain Technology in the Era of Big Data

The emergence of Massive Online Open Course (MOOC) has sparked a digital tsunami globally, bringing a huge impact on higher education. The open curriculum format of MOOC has achieved the optimal transmission of top teaching resources and personalized teaching based on different groups, which is different from traditional teaching models. At the same time, in the process of implementing educational activities, the MOOC platform based on big data mining will bring a certain degree of privacy risk due to improper data collection, storage, or processing. The traditional MOOC have not achieved as much as they should. The main problem is that fully centralized online education cannot solve the trust problem. The emergence of blockchain technology solves the problem of lack of trust, but the open and transparent mechanism of blockchain also introduces a new problem, that is, the privacy of user data can not be reasonably protected.

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.

Correlation effects of self-regulation on academic performance and self-efficacy in college physical education MOOC learning

At present, MOOCs have gradually become a part of daily teaching in colleges and universities, but domestic physical education curriculum research has not yet covered the content of the relationship between college students' learning self-regulation, self-efficacy, and physical education performance in the MOOC learning environment. Therefore, it is necessary to study the correlation between self-regulation and self-efficacy in the study of physical education MOOCs through a questionnaire survey and analysis of 52 college students majoring in physical education at a BSU university in Beijing. The study found that there is a significant correlation between self-regulation and academic performance, but the impact of self-efficacy on academic performance is not significant, and the relationship between self-regulation and self-efficacy needs to be further explored.

Construction of College Physical Education MOOCS Teaching Model Based on Fuzzy Decision Tree Algorithm

With the continuous development of the MOOCS model in college physical education, the corresponding teaching evaluation has also been widely concerned by the community. The development of a traditional education mode in college physical education cannot meet the current teaching requirements. In order to solve the problem of narrow application and insufficient accuracy in traditional education, on the basis of the Kohonen fuzzy decision tree algorithm and the MOOCS fuzzy decision tree algorithm, a fuzzy evaluation model of P.E. teaching is proposed. The results show that the fuzzy ID3 algorithm can achieve high accuracy in the four databases, and the classification accuracy of the A-D database is 75.9%, 62.9%, 76.6%, and 95.1%, respectively. Except for database C, the classification accuracy of the minimum classification uncertainty algorithm is lower than the other two clear decision tree algorithms. Compared with the minimum classification uncertainty algorithm, the fuzzy ID3 algorithm has obvious advantages in classification rules. The classification rules of A-D database are 18, 12, 16, and 10, respectively. When the authenticity threshold is about 0.8, the fuzzy ID3 algorithm has the highest classification accuracy. The proposed MOOCS model for college physical education based on the fuzzy decision tree algorithm has strong practicability and high accuracy. This paper studies the MOOCS model of college physical education and introduces the fuzzy decision tree algorithm to evaluate the MOOCS model of college physical education. It solves the problem that traditional sports cannot satisfy the needs of “Internet plus education” at all. Compared with the traditional sports model, it has better applicability and higher accuracy.

The Realistic Dilemma and Path Exploration of the Construction of Physical Education Teaching MOOCs Platform in Colleges and Universities

With the widespread application of artificial intelligence and big data technology, the era of higher education informatization has come. Physical education is an important means of cultivating higher education talents, and information-based teaching methods should be in the forefront of the development of the times. However, the construction of a sports MOOCs platform is not an overnight effort, especially in the absence of sports information-based talents. This article uses literature research methods and logical deductive research methods to systematically analyze the many difficulties faced by the construction of the physical education MOOCs platform in the current actual construction of colleges and universities. The research proposes the organic combination of MOOCs and traditional physical education to improve teachers’ teaching abilities and strengthening of student’s supervision and assessment system are practical improvement strategies.

Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC

With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

Pedagogija stranog jezika struke - razvijanje najvažnijih stručnih kompetencija putem masovnog otvorenog internet kursa za nastavnike stranih jezika

Although MOOCs dedicated to the teaching and learning of languages - Language MOOCs known as LMOOCs in the published literature - have gained popularity since 2008, this is not the case for language teacher education courses which are still rarely delivered in the form of MOOCs. Unsurprisingly, very little is therefore known about the effectiveness of such courses for Continuing Professional Development (CPD) and initial language teacher education. To fill this gap, a study was carried out based on a MOOC addressing the needs of current and prospective teachers of languages for specific purposes, which was designed by the consortium of the Erasmus+-funded CATAPULT project in 2019, and which has been run three times since its launch. The present study aims to probe the reactions of participants on the MOOC in terms of its usefulness and how it matched their reasons for joining. It is based on post-course surveys administered to course participants (n=50) as well as on feedback provided by instructors and on focus-group interviews with Teaching Assistants (n=4), whose role was to support instructors in providing feedback and comments in the third iteration of the course. Data analysis shows that if course participants' overall satisfaction has grown steadily between season 1 and season 3 of the course, it is partly because their initial objectives have been revised along the way. We also show that, from a MOOC designer's perspective, a combination of the xMOOC and cMOOC models seems to be relevant for any language teacher education MOOC and that creative solutions exist to address the issue of sufficient instructor presence in such online courses, however open and massive they may be.

Learning in the openness: the lost way of the MOOC

At the end of the 2000´s, MOOCs broke into the educational field with the promise of learning with features more suited to the demands of our times. Their connectivist genesis provided a provocative expectation regarding the potential of collaboration, sharing, reuse, and free access, as factors of a possible transformation of the current educational system, which has been characterized by being rigid and reluctant to change. Given the relevance and growing participation of MOOC in education, there is a strong interest in understanding both their functioning and structure so that they can be considered as relevant educational options for a networked society. In this sense, a mixed study was conducted on 225 MOOCs based on the four categories that make up their denomination. The results of the study show that the contributions of MOOCs as generators of shared and collaborative learning experiences as proposed in their origins are not reflected in the reality of their current offering.

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis.

BackgroundMassive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs.ObjectiveAs MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs.MethodsTo explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis.ResultsOur analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined.ConclusionsOur findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.

A Framework for Enhancing Higher Education in The Kurdistan Region of Iraq through A Dedicated Digital Education Mooc

A Framework for Enhancing Higher Education in The Kurdistan Region of Iraq through A Dedicated Digital Education Mooc

Dropout Patterns and Cultural Context in Online Networked Learning Spaces

Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods approach in which social network analysis and two-way between-group comparisons (culture vs. dropout) were conducted. The sample comprised 179 MOOC learners who were active in a networked extension of the Introduction to Open Education MOOC (#openEDMOOC). The dependent variables of interest were centrality metrics, whereas the independent variables were dropout (i.e., yes-no) and cultural contexts (i.e., high-low). The findings of the social network analysis suggested that non-dropout learners hold central positions in the network. Furthermore, learners from high cultural contexts tend to drop out, whereas those from low contexts tend not to drop out.

Chinese And Moroccan Higher Education MOOCs: Rationale, Implementation and Challenges

Chinese And Moroccan Higher Education MOOCs: Rationale, Implementation and Challenges