MOOC Platform Research Articles

Practical Exploration of Cultivating Autonomous Learning Ability with the Upsurge of Foreign Language MOOCs

At present, MOOCs are rapidly emerging throughout the country which bring great challenges as well as opportunities to foreign language teaching. Foreign language learners can learn language better through MOOCs. However, the teaching effect of MOOCs is directly determined by learners’ autonomous learning ability. Therefore, this article discusses the relevant theories of autonomous learning, analyzes foreign language learners’ autonomous learning on the MOOCs platform, and proposes methods to promote the autonomous learning ability of foreign language learners.

Mixed teaching of design patterns based on MOOC

In order to improve teaching effect of the “Java Design Patterns” course, the teaching process uses cases as the main line through the pattern concept, pattern structure diagram, pattern realization, application scenarios and the advantages and disadvantages of the pattern. This teaching method combines the orientation of application-oriented undergraduate, the characteristics of students’ knowledge structure and course’s abstract nature. In addition, this method combines traditional classrooms and MOOC platforms, and has achieved good results in actual teaching.

국내·외 대학 수준 스포츠 관련 온라인 수업콘텐츠 조사 및 코로나19 상황에서의 해외 대학교수자 경험 탐색

The purpose of this study was to explore (1) the contents of various college level online sport classes(MOOC), (2) different university policies for sport related courses and teaching practices in overseas and (3) teaching know-how and experiences of professors working in other countries during the COVID 19 Pandemic situation. All of the sport related contents in three major MOOC platforms were reviewed and 6 professors teaching sport related subjects in U.S., Hong Kong, and Singapore were interviewed through various media including online-survey, email, SNS, and face-face online talk. The majority of international MOOC sport related contents was lecture formats but many of K-MOOC sport related contents included sport practices although the total numbers of sport related courses were very limited. Similarly to Korean situations, online-only classes, offline classes and hybrid classes were delivered in other countries. Also, the professors have suffered from class management and bad internet connection during online courses although they believed the online course was safe in the COVID 19 pandemic situation. All professors and students should get accustomed to the online course management and the universities should provide various teaching-aid programs and online teaching training to professors.

Development of attitude assessment instrument in engineering mathematics 1 course to assess discussion on MOOC platform

Affective assessment instruments have been developed, especially those related to attitudes. In engineering mathematics learning 1 through the MOOC platform, it was carried out with discussion. The development of attitude instrument assessment to assess student activity was carried out after learning was complete. This development research used the Plomp Model. The Plomp Model consisted of 5 stages. They were the initial investigative stages, design stage; construction stage; the test, evaluation, revision stages; and implementation stages. Two experts and trials carried out validation were carried out on 100 students. The result of developing an attitude assessment instrument was a questionnaire. The difference from other questionnaires lies in paying attention to the internal continuum interval of attitudes developed by Bloom’s Taxonomy. They were Responding, Valuing, and Organization. Afterward, The instrument is tested for reliability and validity until it is declared to validate each item and the instrument’s reliability in the excellent category. The value of Cronbach’s Alpha instrument is 0.848. The value indicates that the attitude assessment instrument is classified as having good criteria. Then the instrument is implemented in discussion on the MOOC Platform.

MOOC: PLATFORMS OF PROFESSIONAL SELF-DEVELOPMENT OF PRIMARY SCHOOL TEACHERS OF ENGLISH

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

Research on Blended Learning of Higher Vocational English Based on Cloud Platform

With the rapid development of international science and technology, higher requirements are put forward for the professional quality of professional and technical personnel. At the same time, more and more skilled talents with high quality are attracted to enter the high-tech industry. These complex skilled workers have also become the talent targets for all walks of life, and the talent gap is increasing every year, so the demand for skilled talents in the industry is far from being met. Therefore, as the first position to cultivate high-quality skilled talents for today's society, vocational colleges must carry out a profound education reform to meet the current social needs, realize the function of vocational education to promote social development, and fully guarantee the development of science and technology. Under the impact of the network, traditional education has been unable to provide sufficient power for social development. The realization of information technology and network campus has a profound impact on vocational education, making vocational education rapidly transformg. MOOC platform of high-quality education resources, micro class teaching and blended teaching and so on, some new teaching methods combined with the Internet, more and more have been applied to vocational education. For these aspects of research, scholars have also been widely concerned. As a teacher who has been struggling for a long time in the front line of college English teaching in higher vocational school, the author urgently reshapes the teaching mode of hgher vocational English classroom with the help of the power of network. After browsing a large number of relevant literature, this paper summarizes the current development degree, problems and reasons of blended teaching in higher vocational colleges, and puts forward solutions according to their own teaching experience.

Research on the Construction and Application of College English Mixed Teaching Mode Based on MOOC

The current MOOC platform gradually enters the college classroom, which has a great impact on improving the quality and efficiency of classroom teaching in colleges and universities. This paper mainly introduces the meaning and content of MOOC and the related teaching mode, and introduces its development and characteristics. In view of the shortcomings of the current MOOC platform courses and the problems existing in the hybrid teaching, the two are fully combined to propose a hybrid teaching mode based on MOOC. This kind of teaching mode is discussed. Taking the college English class as an example, the analysis is carried out from the teaching object to discuss whether the teaching mode is in line with the current teaching development. From the aspects of curriculum structure setting, teaching resource construction and teaching design, it is analyzed how to implement this teaching mode better in the teaching of college English. Further guidance and optimization of MOOC application in college English teaching, and the application of MOOC-based hybrid teaching mode in teaching.

Analysis of Learning Behavior and Pattern of Online Learners on a MOOC Platform

Understanding a learner in an online environment can ensure success of an online course. The present study determines learning behavior and learning pattern among learners on the MOOC platform established for running an online course offered at ICAR-National Academy of Agricultural Research Management (NAARM), Hyderabad, India. The demographic description and significant difference between learning patterns of the learners on MOOC according to their subject domain were analyzed by using Moodle LMS (Learning Management System). The learner group was found to comprise in majority as males or doctorate degree holders, and of agriculture domain. Most of the learners were found to be passive who were frequently engaging in the course in terms of learning behavior which indicates their way of participating in the course. Majority of the learners had moderate interest and seriousness to learn the subject. With regard to course participation which is measured in Course log-in patterns, learners with subject domains like Engineering and Agribusiness Management and Agriculture and Veterinary streams had similarity in course participation. Among the weekly participation, there was a significant increase in course participation towards course ending irrespective of subject domains which indicates the participants’ urge to complete the course for certification. The key observations found through study can be of paramount importance in designing a successful MOOC with better completion rates. Keywords: Massive Open Online Courses, Learning behavior, Learning pattern, Learning Management System. DOI: 10.7176/JEP/12-13-03 Publication date: May 31 st 2021

An innovative MOOC platform: the implications of self-directed learning abilities to improve motivation in learning and to support self-regulation

PurposeMassive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised in both academic literature and in the press about MOOCs is the consistently high dropout rate of MOOC learners.Design/methodology/approachIn this study, we applied mixed methods as an exploratory case study, which prioritised the quantitative and qualitative approaches for the data collection processes. The data were collected using a MOOC Online Self-regulated Learning Questionnaire (MOSLQ) adapted and created from an existing measuring instrument. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS Version 22) tool to conduct descriptive analysis. The qualitative results obtained from the transcribed focus group interviews in this study revealed the various behavioural patterns of how undergraduate students self-directed their learning. This focus group interview was conducted to reveal the various ways students organised and strategised their learning patterns in order to derive satisfaction in their distinctive learning behaviours and encourage motivation within their study approaches. Quantitative data collected online included a 30 items survey of which 17 respondents completed the survey items in the blended-learning study. The online course survey included 19 items of which data were gathered from 11 respondents.FindingsAcross the data, it is noticeable and clear that time management and goal setting were among the dimensions that are highly rated close to high level among SRL skills investigated in this study. We found that goal setting and task strategies predicted much better attainment of individuals controlling personal course goals, while help seeking was associated with lower goal attainment among majority of the participants.Research limitations/implicationsThe study also identified several challenges. For example, there were some challenges in learners completing the survey questions even when several reminders were sent out forth nightly. At this preliminary stage, learners participated as lurkers without engaging fully with other non-academic and academic interactive activities such as surveys, in course quizzes and forums. Most of the participants in this course said they enrolled to know more about the new trend MOOC, to make friends, to have fun and so on. Although, these are some of their intentions for participating, some of the participants at some points contributed to discussion forums.Practical implicationsOur platform currently allows learners to direct their learning within the course and also allow the choice of content prerequisite in order to recommend resources necessary for their learning. This study indicates the necessity to support SRL skills and directing development of self-determination skills among the participants. This study when applied to a larger sample will demonstrate effective measurement on areas of reliability and validity as results from this small sample has indicated some high SRL skill levels for individual learners within the research.Social implicationsHowever, the success of any e-learning or MOOC platform should consider the following best practices and objectives: the learners' entire learning experience, the strategies used in developing the course content, the planning of the course delivery and the methods of delivery. Therefore, all e-learning platforms should be designed with a primary focus on the way students learn to improve their own learning skills and help them regulate their own independent learning habits. In another related study, the success of any e-learning course implementation should be carefully considered with regards to the course's underlying pedagogy and how learners engage with the content.Originality/valueThere are many e-learning platforms in existence globally, but little has been mentioned about the development of a MOOC platform in general that could allow independent learning and also adequately demonstrating the components and features used in these MOOC designs. This research's implication is to aid instructional designers to apply best practices in the development of an online course. The best approach in designing a good course is to consider the learners and how they could engage with the course resources independently and develop the ability to self-direct their learning. One of the main goals of e-learning platforms is primarily based on developing learning resources that would be suitable for linear course structure as directed by the course developer or instructor.

Knowledge Marketplaces: An Analysis of the Influence of Business Models on Instructors’ Motivations and Strategies

Unlike MOOC platforms such as Coursera or edX, which typically partner with institutions of higher education, online knowledge marketplaces allow anyone to broadcast courses and charge for them. In this article, we investigate, through a mixed-method approach, the motivations and strategies of the instructors of Udemy and Skillshare. Semi-structured interviews and a quantitative analysis of the characteristics of Skillshare’s courses, obtained using a Web scraper, suggest that while a significant proportion of the marketplace’s instructors are outreach driven, the majority are income driven. They develop strategies to maximize their revenues, notably by adapting the characteristics of their courses, such as the number of videos, to the business model of the platform. Courses are shorter on Skillshare than on Udemy, where instructors’ incomes are proportional to the number of registrations. We hypothesize that the latter platform’s business model incentivizes instructors to create longer courses in order to attract wider audiences.

MOOC-ASV: analytical statistical visual model of learners’ interaction in videos of MOOC courses

ABSTRACT In this study, we propose a MOOC Analytic Statistical Visual model (MOOC-ASV) to explore students’ engagement in MOOC courses and predict their performance on the basis of their behaviors logged as big data in MOOC platforms. The model has multifunctions, which performs on visually analyzing learners’ data by state-of-the-art techniques. The model presents several visual analyses, which exhibit learners’ interaction patterns with course videos and also statistical summaries of associated events for each video. The results showed positive indicators that would enable instructors to identify learners dropping out based on their interactions with videos. The model gives feedback into course instructors and developers to review and modify the course content, especially video content, which ultimately lead to improving the course quality and outcomes.

What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives

AbstractThis paper focuses on quality assurance in language massive open online courses (LMOOCs). It is a qualitative study that adopts the grounded theory method and analyses evaluative comments on the quality of LMOOCs from learners’ perspectives. With the data collected from 1,000 evaluations from English as a second language (ESL) learners on China’s biggest MOOC platform “iCourse”, this study examines what has influenced learners’ perceptions of LMOOCs and identifies the specific quality criteria of five types of them, including ESL courses for speaking, reading, writing, cultural studies, and integrated skills. The results of the study will lay a foundation for the establishment of a quality criteria framework for LMOOCs and provide insights into design principles for effective online language courses tailored to the diverse needs of a massive number of language learners.

The Selection of MOOCs While Planning a Career of an it Specialist in Russia

Digitalization, which has been so much talked about, contributes to the development of many industries in Russia and in the world, but at the same time dictates new requirements for digital personnel and their competencies. To keep pace with emerging trends and information technology and plan for future careers, information and communication technology (ICT) professionals should continually update their skill sets and develop new competencies with the help of the MOOC platforms that suggest appropriate courses. However, given the wide variety of platforms and courses, one can get confused about what to choose for the future development, which courses to take and what profession to follow. The authors conduct a research on user requirements, existing MOOC recommendation systems and their functions, and propose a recommendation system that allows users to select an existing MOOC platform based on assignments and skills for ICT career planning in Russia. The article proposes a modern approach that helps IT professionals plan their future development path based on MOOC recommendations corresponding to their development needs.

Composition of practice-oriented tasks for autonomous learning within massive open online courses (some aspects of the modern psychometrics)

The article deals with the aspects of the development of practical tasks for massive open online courses. The article also covers the importance of psychometrics for the development of digital courses and technical capabilities of modern popular MOOC platforms. The article describes the method of practical tasks selection to the educational materials named after G. Roche, which allows composing practical framework for the studied courses. Despite the common tools of pedagogical design of academic and digital courses, the latter are characterized by technical constraints. In order to cover cognitive competencies of all levels it is proposed to use Bloom’s taxonomy, which is used in this article within the framework of popular MOOC platforms.

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.

Research on Inorganic Chemistry Teaching Model Based on Problem-based Learning on MOOC Platform

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Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

Massive open online courses have been popular among learners when it comes to technology-enhanced learning. With the high potential to enhance and drastically improve the learning process of the learners, MOOCs can conveniently be considered to offer blended e-learning for regular and traditional methods of learning. Universities are considering the adoption of these MOOCs by implementing different models to merge these MOOCs into the traditional classroom and regular curriculums. Multiple methods have been identified by various Universities for blended MOOCs. One such model is Curriculum Inclusive MOOC (ciMOOC) which is a framework implemented by a private Indian University to provide flexibility to both University and its students. The paper highlights the intertwined effects of the ciMOOC and records the perception of learners towards such blended models. Comparative of the evaluation methodologies adopted by the University for Curriculum Inclusive Model and the one used by a MOOC platform has been outlined. By analyzing the performance of learners in ciMOOC, the study attempts to evaluate the effectiveness of a blended model. From the analysis, we infer that a blended model of this nature reduces contact hours and facilitates the learning process.

Developing a smart learning environment for the implementation of an adaptive connectivist MOOC platform

Developing a smart learning environment for the implementation of an adaptive connectivist MOOC platform

Developing a smart learning environment for the implementation of an adaptive connectivist MOOC platform

Developing a smart learning environment for the implementation of an adaptive connectivist MOOC platform

Implementation of MOOC platforms into teaching English to IT specialists

The paper deals with the issue of application possibilities of MOOC platforms in IT specialist training. It is emphasized that this problem is urgent due to the coronavirus pandemic which caused reconsideration of educational approaches, means and tools. In the study the analysis of the most demanded massive open online course platforms in terms of IT specialist training is presented. Challenges of MOOCs for teaching and learning foreign languages are highlighted. Profession-related, soft skill mastering and English learning courses have been scrutinized in terms of their content and user-friendliness by teachers and students of two universities. Design, layout, topics, communities, documentation, and application availability have been evaluated and ranked. Three online English courses of similar purpose on Coursera, FutureLearn and Prometheus have been compared and ranked with the aim to advise the most efficient one to senior undergraduates striving to be employed in Ukraine and abroad in the multicultural IT environment.