MOOC Platform Research Articles

Toward a New Framework of Recommender Memory Based System for MOOCs

MOOCs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in MOOCs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.

미국 MOOC 최근 운영동향을 통해 본 MOOC 역할과 K-MOOC 운영에 대한 시사점

미국 MOOC 최근 운영동향을 통해 본 MOOC 역할과 K-MOOC 운영에 대한 시사점

The social perspective of the main MOOC platforms through Facebook

Facebook, Como roja sociales, offers ONU potente medio de Comunicacion Social un Traves de la Red, Conectando con Usuarios: intereses comunes. En Este estudio se analizan las cuentas de Facebook de 7 de las Principales de plataformas de MOOC: Coursera, EDX, Futuro Learn, Extension de Harvard, Miriada X, Stanford en linea y Udacity, con el fin de describir el Modo en Que Estas emplean SUS cuentas de Como Facebook Espacio Digital de Comunicacion, Informacion e Interaccion con Usuarios sociales SUS. Para ola, se han utilizado Herramientas de Medicion en linea Sobre el Crecimiento y La visibilidad de las cuentas permite, El contents publicado y La interactividad Con Los Seguidores. Los Resultados evidencian Que El Numero de Seguidores no es proporcional al Numero de Publicaciones y El Nivel de Actividad de las respectivas cuentas. Esto! Evidencia Que es Necesario Tener y desarrollar Estrategias En torno a las redes sociales, ya Que Ello PUEDE Contribuir a la Consolidacion de colectivos Interesados ??en el proyecto educativo Que offers Cada plataforma.

Designing for Learning in a MOOC: A Pedagogical Model in Disguise

This paper describes a recently developed MOOC on introductory statistics from the perspective of the educators, learning designers and learners. It portrays their experiences of the learning design, both as process and product, and compares the teaching intentions inherent in the learning design to the experience of teaching and learning on the MOOC for the first two years of its implementation. We describe the pedagogical model, ‘disguised’ beneath the surface functionality and steps of the MOOC platform, and how it frames some of the planned learning sequences. Reflecting on the teaching, learning and design features of this highly structured MOOC, we share the lessons learned about designing for learning and teaching that pertain to MOOC environments, and those that apply to other contemporary university classrooms.

MCRS: A course recommendation system for MOOCs

With the popularization development of MOOC platform, the number of online courses grows rapidly. Efficient and appropriate course recommendation can improve learning efficiency. Traditional recommendation system is applied to the closed educational environment in which the quantity of courses and users is relatively stable. Recommendation model and algorithm cannot directly be applied to MOOC platform efficiently. With the light of the characteristics of MOOC platform, MCRS proposed in this paper has made great improvement in the course recommendation model and recommendation algorithm. MCRS is based on distributed computation framework. The basic algorithm of MCRS is distributed association rules mining algorithm, which based on the improvement of Apriori algorithm. In addition, it is useful to mine the hidden courses rules in course enrollment data. Firstly, the data is pre-processed into a standard form by Hadoop. It aims to improve the efficiency of the basic algorithm. Then it mines association rules of the standard data by Spark. Consequently, course recommendation information is transferred into MySQL through Sqoop, which makes timely feedback and improves user’s courses retrieval efficiency. Finally, to validate the efficiency of MCRS, a series of experiments are carried out on Hadoop and Spark, and the results shows that MCRS is more efficient than traditional Apriori algorithm and Apriori algorithm based on Hadoop, and the MCRS is suitable for current MOOC platform.

An Applicable Way of Teaching Quality Evaluation Based on MOOC Platform

The MOOC-based education is an important means to improve the quality of education as the increasing development of internet; meanwhile, the assessment of teaching quality is an indispensable aspect in teaching management, and it has been more and more important as the scale of the students' expansion, In order to deal with the challenges of big data processing effectively in the field of education, we designed a teaching quality assessment model on the MOOC platform based on comprehensive fuzzy evaluation. To verify the effectiveness of our method, a control experiment was adopted to explore the significance of our evaluation method, the results show that it can help teacher to prepare their teaching contents and students to improve their learning efficiency.

Design and Implementation of MOOCs Platform based on B/S Framework

With the constant development of computer Web technology as well as improvement of internet environment, it is easy and common to realize distance education by internet and distance education have been effectively solved with the emergence of MOOCs. In this paper, the MOOCs and technology feasibility based on B/S framework will be used with adopting many technologies like JavaEE, Flex, Red5 video server as well as WebService, which is a learning platform for online study and teaching interactions.

The construction and exploration of microlecture in Pathology

Micro-lecture, as the main teaching form of MOOC and SPOC network teaching platform, is deeply welcomed by the majority of students. Pathology is the bridge connecting basic medicine and clinical medicine in medical education, which has such characteristics as many knowledge points, dispersion and obscurity, etc. Therefore, the production of micro courses is based on the knowledge points, and according to the characteristics of the knowledge points, it should also be applied reasonably according to the characteristics of each chapter. Adopting the teaching of self-study after class and teachers and students' discussion in class for micro courses can not only greatly improve the quality of teaching, but also develop the students' ability of independent thinking and the ability to analyze and solve problems, which transforms the teaching of pathology from pure knowledge to ability. Key words: Pathology; Micro-lecture; Construction

Entrepreneurial Adaptation and Social Networks: Evidence from a Randomized Experiment on a MOOC Platform

Entrepreneurial Adaptation and Social Networks: Evidence from a Randomized Experiment on a MOOC Platform

Design and Learning Strategies Applied in Mooc: A Meta-Analysis

The purpose of the study is to examines the dominant design and learning strategy used by various MOOCs platforms to foster students’ Self Directed Learning. Method used in the study was based on the search of relevant literature through online database such as IEEE Explore, ProQuest, ScienceDirect and ResearchGate. The keywords in the search for the relevant literature include MOOCs and learning strategy, MOOCs and design strategy, MOOCs and Self Directed Learnig. The result of the meta-analysis revealed that the most frequently used learning strtegies by the various MOOCs platforms are the social construcvist and peer-to-peer approach to learning. These two strategies are found to be related to cMOOCs and xMOOCs. Similarly, of all the designs the dominant design strategy use by MOOCs providers is cMOOC and partially the blended or hybrid MOOCs. The study revealed the dominant learning strategies employed by MOOCs platforms. This may help other MOOCs designers to give emphasis to the use of best learning strategies and perhaps improve on the existing ones. The findings may also have implication to students willling to acquire knowledge through MOOCs to choose the appropriate instruction strategy that will Foster SDL.

The Application of Hybrid Learning Method in the Teaching of Assembly Language

The hybrid learning method is based on classroom teaching and MOOC platform, which helps students to learn independently, and improve the initiative of learning. In the actual teaching, a variety of teaching methods are used, such as case teaching, comparative explanation, abstract metaphor, intended to improve the interest of learning, to strengthen the learning effect.

Collaborative filtering recommendation for MOOC application

ABSTRACTWith the fast development of MOOC in recent years, one MOOC platform has more than millions of learners and thousands of courses. Personality course recommendation is necessary to help people discover potentially interested courses by analyzing user behaviors. Collaborative Filtering (CF) has been shown to be effective on recommending items according to users in same interests on same items. In this paper, considering the effectiveness and efficiency of CF, we proposed a method called Multi‐Layer Bucketing Recommendation (MLBR) to recommend courses on MOOC. MLBR changes learner vectors into same length dimension and scatters them into buckets which contain similar learners with more courses in common. At the same time, MLBR reduces the time cost of online, offline and update computation in CF recommendation. Furthermore, we extend MLBR with map‐reduce technique to improve the efficiency. Extensive experiments on real‐world MOOC datasets demonstrate the effectiveness and efficiency of the proposed model. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:120–128, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21785

Factors affecting students' satisfaction in blended learning: the study of 'the cloud classroom' platform

With the advent of the digital age, information technology has been widely applied in the field of education. It makes the teacher change the traditional teaching media environment of the blackboard and chalk into the multimedia classroom, e-learning, online courses; MOOC platform and other blended learning modes. As blended learning has become an important practice in universities and colleges all over the world, it has also led to growing concern about its design and application. The cloud classroom platform is a learning management system developed by Central China Normal University. This study investigates the factors affecting students' satisfaction in the blended environment. Analysis of the questionnaires from the students in 29 departments shows that there is a high satisfaction rate from the students, and most students like the blended learning environment. The result also shows that students' satisfaction is closely related to e-learning adaptability, perceived usefulness, and timely responses from the teachers, perceived ease of use and course applicability.

Design and Implementation of Large-Scale MOOC Platform in Colleges and Universities

The large-scale online open course (MOOC) is a new online learning model in the field of distance open education in recent years. It embodies the learner as the center of the teaching philosophy, changing the traditional network curriculum content fixed, structured features, so that learners access to knowledge from simple linear to complex networks. For the MOOC learning management system framework, it is based on the existing LTSA model to increase the interaction agent and knowledge agent two components, so that the knowledge of the learning resource database can be updated with the progress of the curriculum. Learners can build a learning network through different ways to obtain knowledge.

La repercusión del movimiento MOOC en las redes sociales. Un estudio computacional y estadístico en Twitter

This article analyses the impact of the MOOC movement on the Twitter social network. To do so the lexical-semantic impact of 55,511 tweets by ten of the world’s leading platforms offering MOOC courses was analysed using a tf-idf calculation to represent documents in natural language processing. The Twitter profiles, patterns of use, and geolocation of tweets by continent were also analysed using computational and statistical techniques. The results show that there is no correlation between use of Twitter accounts by MOOC platforms and their number of followers. The tweets by participants are mainly grouped into two semantic blocks: alert/ excited and calm/relaxed and tweet traffic is often concentrated in the United States and Europe; South America’s percentage is moderate while Africa, Asia and Oceania have little impact. The most frequently occurring words in the tweets are: «learning», «skills», «course», «free» and «online»

Priority Fields of Teachers’ Professional Development in Terms of Open Education Worldwide

Abstract The article is devoted to the problem of teachers’ professional development within the concept of “open educational resources”. The author analyzes the project “Massive Open Online Courses” (MOOC) as one of the modern achievements in the area of information and communication technology (ICT) for the development of adult education, namely teachers’ professional development in the context of globalization. It has been determined that MOOC is an innovative form of free distance learning, which is represented by full-fledged interactive training courses based on open access to the Internet for the simultaneous participation of a large number of people. Conceptual bases of creation and functioning MOOC, which are based on two key principles of the theory of learning organization - Cognitive behaviorism and Connectivism have been characterized. It has been found out that most of the discussions developed around the main implementation problems of MOOC are: the presence of two different types of MOOC; the role of the teacher in MOOC; participation of students in MOOC; understanding and use of “mass” in MOOC; tracking the border between openness of MOOC and control over their quality. The analysis of the contemporary MOOC platforms shows that the most popular pedagogical-oriented courses are: the development of students’ thinking; e-learning and digital culture; schools: history of school education, educational policy; how to become a developer of blended learning technologies as well as development of educational technologies.

Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners

Abstract Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners’ access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to revaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.

Exploration of Application Mode of MOOC-based Distance Education Mode in Digital Illustration

with continuous development of computer technology, online learning also becomes a new trend. MOOC-based distance education mode can meet students’ demand for superior teaching resources and offers help for students to carry out independent study and for teachers to change classroom teaching mode. This paper started from development status of MOOC and distance education to construct MOOC platform and design MOOC-based distance education mode. Then, control experiment was adopted to explore the application effect of such mode in Digital Illustration and analyze teaching effect differences of MOOC platform, and existing online learning platforms. The conclusion offers certain reference for further promoting MOOC-based distance education mode.

Practical Peer Prediction for Peer Assessment

We provide an empirical analysis of peer prediction mechanisms, which reward participants for information in settings when there is no ground truth against which to score reports. We simulate the mechanisms on a dataset of three million peer assessments from the edX MOOC platform. We evaluate different mechanisms on score variability, which is connected to fairness, risk aversion, and participant learning. We also assess the magnitude of the incentives to invest effort, and study the effect of participant coordination on low-information signals. We find that the correlated agreement mechanism has lower variation in reward than other mechanisms. A concern is that the gain from exerting effort is relatively low across all mechanisms, due to frequent disagreement between peers. Our conclusions are relevant for crowdsourcing in education as well as other domains.