Open Courses Research Articles

Identifying Texture and Friction of Asphalt Pavement Surface with Optimized Close-Range Photogrammetry Method

Abstract An adequate pavement texture that provides sufficient brake friction is critical for drive safety. Thus, it is essential to quantify the pavement texture and friction efficiently and accurately. So far, the close-range photogrammetry (CRP) method has been manifested as a promising one. Nonetheless, related measurement parameters have not been well optimized toward its extensive promotion. For this reason, varying measurement parameters of CRP method were thoroughly discussed and optimized in this study. Additionally, the optimized CRP method was further validated using the sand patch test and X-ray computed tomography scan method. Based on this, the estimation of friction coefficients for asphalt concrete (AC-13), stone mastic asphalt (SMA-13), and open graded friction course (OGFC-13) were carried out. The results indicate the following: (1) the optimized CRP method was able to adequately feature the pavement macrotexture; (2) the mean texture depth derived from the CRP method was equivalent to the texture depth measured from sand patch method; in addition, (3) the OGFC asphalt mixture was superior to the SMA and AC asphalt mixtures in terms of the friction coefficients. The optimized CRP method could bring bright prospects for future measurements of pavement texture.

Thoughts of Courses Construction of Graduate Student with Master of Medicine Based on Online Open Courses

Under the “double-track integration” training model, there are problems with short learning time, scattered locations, and inconsistent schedules for master of medicine. The traditional method of face-to-face teaching in a centralized setting cannot meet the new training requirements. The standardized training for resident physicians strictly requires a 33-month period for clinical skills training. How can we reform the teaching methods while maintaining the same length of the curriculum, in order to balance the standardized training for resident physicians and course learning? Online open courses have the characteristics of fragmented knowledge, abundant resources, diverse formats, flexible choices, and unrestricted learning time and location. They can effectively resolve the conflict between course learning and standardized training for master of medicine under the “double-track integration” training model. How to successfully develop online courses has become a key issue in the reform of course teaching for master of medicine. Based on the experience of course teaching management for master of medicine, this article discusses some considerations for the construction of online open courses.

Digital Transformation of Open Online Courses in the Age of Smart Education: Connotation, Dilemma and Breakthrough

In the era of smart education, digital technology has enabled higher education, enabling online open courses to move towards student-centred, personalized, intelligent and experiential. How to implement the digital transformation of open online courses is a current topic for governments, universities, societies and enterprises. The digital transformation of open online courses requires government, industry, universities and society to play the role of multi-subject cooperation and joint construction. The digital transformation framework for open online courses needs to be constructed from a set of system norms, six key technologies, one platform, four domains, and multi-subject co-construction. To this end, this study proposes practical paths to effectively promote and realize the digital transformation of open online courses in terms of top-level design, multiple co-construction, technical empowerment, platform construction and service guidance.

The engage taxonomy: SDT-based measurable engagement indicators for MOOCs and their evaluation

Massive Online Open Course (MOOC) platforms are considered a distinctive way to deliver a modern educational experience, open to a worldwide public. However, student engagement in MOOCs is a less explored area, although it is known that MOOCs suffer from one of the highest dropout rates within learning environments in general, and in e-learning in particular. A special challenge in this area is finding early, measurable indicators of engagement. This paper tackles this issue with a unique blend of data analytics and NLP and machine learning techniques together with a solid foundation in psychological theories. Importantly, we show for the first time how Self-Determination Theory (SDT) can be mapped onto concrete features extracted from tracking student behaviour on MOOCs. We map the dimensions of Autonomy, Relatedness and Competence, leading to methods to characterise engaged and disengaged MOOC student behaviours, and exploring what triggers and promotes MOOC students’ interest and engagement. The paper further contributes by building the Engage Taxonomy, the first taxonomy of MOOC engagement tracking parameters, mapped over 4 engagement theories: SDT, Drive, ET, Process of Engagement. Moreover, we define and analyse students’ engagement tracking, with a larger than usual body of content (6 MOOC courses from two different universities with 26 runs spanning between 2013 and 2018) and students (initially around 218.235). Importantly, the paper also serves as the first large-scale evaluation of the SDT theory itself, providing a blueprint for large-scale theory evaluation. It also provides for the first-time metrics for measurable engagement in MOOCs, including specific measures for Autonomy, Relatedness and Competence; it evaluates these based on existing (and expanded) measures of success in MOOCs: Completion rate, Correct Answer ratio and Reply ratio. In addition, to further illustrate the use of the proposed SDT metrics, this study is the first to use SDT constructs extracted from the first week, to predict active and non-active students in the following week.

Motivational Factors of Learners for Enrolling in Organic Farming Certificate Course through Open and Distance Learning (ODL)

This study aims at exploring the motivational factors that propelled the learners to join the Open and Distance Learning certificate course. The motivational factors that are influencing the enrolment of learners in the course were: Teaching – Learning process in the ODL study centre, Academic factors of the ODL certificate course, Attractive factors of the ODL study centre and other influencing factors on the motivation of learners to enrol in ODL certificate course. Using a quantitative research approach, a structured survey questionnaire was employed to intercept the motivational factors of the learners using data collected from certified learners of the Organic farming course provided in the TNAU ODL directorate. Results from the application of Structural Equation Modelling (SEM) of 131 valid learners implied Teaching-Learning process, Academic factors, Attractive factors and other influencing factors have significantly motivated the learners to enrol ODL certificate course. Hence, these factors that may affect enrolment of learners and should be taken as the factors that every distance study centre should pay attention to when implementing the certificate programmes.

Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

BackgroundOnline education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students.MethodsSurvey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman’s rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students’ NQROC learning engagement.ResultsThe study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students’ NQROC learning engagement was greater in the online teaching model.ConclusionsThe results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students’ lower-order cognitive skills.

고교학점제에 따른 일반학교 특수교육 대상 학생을 위한 특수학급 교육과정 운영 모델 개발

Purpose: The purpose of this study was to develop a special class curriculum operation model forstudents with special needs in general schools according to the implementation of the high schoolcredit system policy.&#x0D; Methods: A Delphi survey was conducted targeting a total of eight secondary special teachers andsupervisors who had experience about the credit system to review the validity of the model.&#x0D; Results: Based on the results of a preliminary survey to collect expert opinions on the directionof model construction, first, the core elements to be considered when promoting the high school creditsystem, including career guidance, were included as a propulsion system. Second, regarding the typeof operation, discussions were conducted on the appropriateness of the name depending on the overallmeaning, the clarification of the distinction between subject support type and cooperative teachingtype, and the possibility of opening open type courses that reflect the demand of students withoutdisabilities. The compositions of the model are an overview of the model, presenting the vision,operation goal, and promotion strategy. Moreover, the operation type is inclusion implementation type(subject support type, cooperative teaching type, open type) and special class independent type(independent type, visiting type, association type). As for the propulsion system, content elementsrelated to curriculum organization and operation, career and study design guidance, classes andevaluation, school culture and operation innovation, and credit system creation were developed.&#x0D; Conclusion: Based on the results of the feasibility review of this operation model, implications oforganizing and operating the special class credit system curriculum for students who need specialeducation in general schools were discussed.

Citizen science practice around Lake Pamvotis and the Ioannina Castle: Using iNaturalist to foster connectedness to nature in citizens and university students

While crowdsourcing applications that can support decision-making are increasing in volume, citizen science practice in Greece is in its early stages. The article presents the design of a BioBlitz that took place in the Ioannina Castle and aims to complement the natural and cultural heritage assessment of the specific site through the participation of 116 citizens and university students. The iNaturalist mobile application and online social network were used as basic tools for recording biodiversity and assisting in the identification process. Before the activity, participants received basic training through an open course in Science Education offered by the School of Early Childhood Education at the University of Ioannina. Additionally, participants completed pre-questionnaire of the Connectedness to Nature Scale (CNS). The results revealed that more than 26% of almost 1,000 observations received a Research Grade, while 207 species were recorded, engaging 191 identifiers. The analysis of both the pre-questionnaires and the post-questionnaires that were collected a week after the BioBlitz, showing a statistically significant positive shift in the levels of CNS. However, low intensity and small scale of the activity should be considered, and multiple interventions or long-time programs could supply more robust findings.

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.

The real cost of teaching in a refugee camp: Asking the difficult questions

AbstractThis article asks difficult questions about higher-education courses provided by Western institutions to people living in refugee camps. It critically examines a blended-learning approach that incorporates a massive online open course (MOOC) into a scaffolded higher-education program—the University of Geneva’s Connected Blended Learning model—in the Kakuma refugee camp. It assesses the effectiveness of this approach in an accredited University of Geneva human-rights law course, which ran in the Kakuma camp from 2017 to 2020. On the basis of the long experience of the course leaders and research carried out with students who participated in the course, the article explores ways of improving this model by answering difficult questions about the real cost of teaching in a refugee camp. This paper was co-written by a professor, a researcher, and students who were involved in the course, two of whom are refugees living in Kakuma refugee camp.

MSME Empowerment Through Business Coaching Programs and Massive Online Open Course

The impact of the COVID-19 pandemic has hit various sectors, including micro, small and medium enterprises (MSMEs). To stop the spread of this pandemic, many activities have been restricted under massive social restriction programs. Founded in 2015 and focused on empowering his MSMEs in Banyuwangi district and surrounding areas, Banyuwangi Untag Incubitek is committed to helping MSMEs to deal with this disease. Banyuwangi Untag Incubitek plays a role in helping MSMEs by working with mentors, coaches, financial institutions, government agencies and even foundations dedicated to his MSME development. His MSMEs who participate in this program include students, alumni and the general public. Gain the knowledge and skills to build and improve your existing business. The technique used in this empowerment program is to provide online coaching via Zoom platform, Untag Banyuwangi's Learning Management System "LMS". It is also available through Untag Banyuwangi's Massive Open Online Courses (MOOCs). The benefits of the coaching program that partners of this program can receive are various services in the field of entrepreneurship, and results such as increased sales from an economic point of view and job creation from a social point of view can be obtained. surrounding community. In addition to knowledge and insight, he is evolving to be able to motivate his MSME stakeholders with businesses affected by the pandemic to innovate further.

A hybrid DEMATEL and social network analysis model to identify factors affecting learners' satisfaction with MOOCs

Massive Online Open Courses (MOOCs) offer free access to training in various topics in all fields. However, the low percentage of course completion by learners is a significant challenge for these platforms. Previous studies on this challenge have investigated user behavior and concerned topics in discussion forums, but these data are mostly momentary and cannot be used for long-term improvement. Thus, this study aimed to address this gap by analyzing learners' comments to identify the factors affecting user satisfaction and prioritize them to improve MOOC platforms. The purpose was to analyze the feedback and actual experiences of users shared through their comments on MOOC online platforms to explore factors affecting user satisfaction to optimize MOOC platforms. To achieve this, sentiment analysis and topic modeling techniques were applied to the user feedback on courses with popular topics, such as Skills for Data Science Teams and Data-Driven Decision Making, available on Coursera.com. The study used DEMATEL analysis, which uses a relation matrix of factors to rank them based on their interrelationships, and network analysis to prioritize the factors that should be improved to achieve the highest user satisfaction. The effect of the proposed approach was investigated through a case study on a course from Coursera. The findings demonstrate that the suggested method has the potential to assist MOOC platforms in several ways. Firstly, it enables the identification of course strengths and weaknesses. Secondly, it allows for the identification of factors that influence learner satisfaction by analyzing user feedback. Lastly, it aids in prioritizing the factors that should be enhanced to attain optimal user satisfaction, thus leading to overall improvement in the status of the MOOC platform.

BIBLIOMETRIC ANALYSIS OF SCIENTIFIC PUBLICATIONS IN THE FIELD OF ONLINE EDUCATION

Online learning has become a necessity for students in Ukraine since the beginning of the pandemic and then the full-scale invasion of Ukraine by the Russian Federation. The development of online education and the creation of effective tools for its implementation are becoming relevant. A significant number of teachers and students have gone abroad for evacuation, and therefore the distance format is the most acceptable for them. In order to avoid significant losses in knowledge acquisition due to the war, it is necessary to develop online education and create appropriate initial content. The article presents the results of a bibliometric analysis of a number of scientific publications on online education that were published in the "pre- and post-conflict" periods (2014-2018 and 2019-2023, respectively). The purpose of the study is to examine the conceptual apparatus of the term "Online Education" in the context of 5 years before and after the COVID-19 pandemic. To conduct the analysis, the authors used such bibliometric tools as VOSviewer and Bibexcel. Based on the results of the bibliometric analysis, the authors created a graphical visualization and cluster distribution of the conceptual apparatus (including interrelationships). The LinLog/modularity normalization method was used to build the network visualization. The most cited publications of certain time periods were analyzed. Thus, there has been a sharp increase in the publication activity of scientists on the topic of online learning and online education since 2019. Conclusions have been drawn about current trends in online education related to the global pandemic. When building the visualization clusters, four patterns were identified: the cluster components reflect the concepts of classical educational elements that have moved to the online environment; the main advantages of online education and tools that make it accessible to users; elements of the online learning process and their features; the main methodology of online teaching, which is based on the use of massive open online courses and training videos on various platforms. Scientific research during the COVID-19 pandemic and developments in the field of distance learning technologies will become the basis for maintaining the educational process during the war in Ukraine. Studies in different countries show that the number of platforms and open primary courses that can be used by teachers and professors in teaching students is growing.

PARIS IN THE SCIENCE OF RELIGION (REVIEW OF THE ARTICLE BY S.S. GLAGOLEV “BRUSSELS AND PARIS IN THE SCIENCE OF RELIGION”)

The article provides an overview of the second part of the work of the Russian theologian S.S. lagolev “Paris and Brussels in the Science of Religion”, dedicated to the development of the science of religion in Paris at the turn of the XIX-XX centuries. Centers for the study of religions and the public presentation of scientific results are described: open public lectures, university courses and museum collections. The concept of the Parisian religious tradition is presented through the prism of the principles of protecting the positions of faith in the process of scientific understanding of the phenomena of religions.

Preliminary Study on the Open Course Design of Geoscience 3D Printing Laboratory in the context of Digital China

Talents with digital knowledge structure and practical ability are the "main force" to realize the construction of digital China. As the core element of subject education, the course is the specific form and effective grasp to achieve the goal of talent training. Based on this, this paper explores the design of the open course of the Geo-science 3D printing laboratory. This course allows students to immerge in the process of solving scientific research problems by integrating the current cutting-edge information technology with their major, and accumulate the knowledge, energy and practical skills needed to participate in the construction of digital China after graduation.

Critical thinking in the context of adult learning through PBL and e-learning: A course framework

Critical thinking (CT) is increasingly recognized in higher education and industry as an important set of skills and dispositions that citizens should possess in 21st-century society. Particularly, CT is nowadays overwhelmingly required in industry since it determines how well workers will perform their tasks or solve work-related problems. Nevertheless, there is a significant mismatch between the demand for CT and its supply, with higher education failing to meet the latter. Open courses outside formal education may contribute to bridging this gap. When it comes to adult learners in the non-formal education context, CT teaching and learning differ from other traditional settings and audiences, and the field is underexplored. This literature review aimed at synthesizing criteria to promote CT in the context of adult education focusing on problem-based learning (PBL) and e-learning. Two leading principles play a central role in a CT development model in adult education: intrinsic motivation (inner condition) and learning flexibility (outer condition). The former concerns the learner, while the latter concerns the learning arrangement. Although self-learning is an important alternative, which has been widely practiced in adult learning, collaborative learning cannot be dismissed for effective CT development in adults. Interestingly, ill-structured problems in the frame of an integrative PBL approach seem promising for successful systematic endeavors to unlock adults’ CT potentialities, inside or outside the formal education system. And online learning can assist with this goal in particular ways. Implications for CT teaching, learning, and course design in adult education are discussed.

E-Capacity: instructional design and pilot test of a Massive Online Open Course for diabetes management in primary care.

e-Capacity: instructional design and pilot test of a Massive Online Open Course for diabetes management in primary care.

Peculiarities of master’s teacher training in distance education in Turkey

The reform of higher education assumes a transition to the preparation of masters in education by introducing modern approaches to mastering innovative technologies of mass education, taking into account world experience and meeting the needs for self-learning and self-improvement throughout life. In turn, distance education every year more and more actively influences the classical forms of education, enriching traditional education with innovative content and organizational components.&#x0D; Comparative studies testify that distance learning can be as effective as classroom learning, if the methods and technologies meet the tasks, there is interaction between students, and there is timely feedback between the teacher and the student. Successful distance learning programs are based on consistent and comprehensive efforts of students, teachers, coordinators, support staff and administration.&#x0D; As a result of the analysis of foreign experience, it was revealed that the introduction of mass open distance courses as a form of education requires further improvement of their organization and curriculum. It is outlined that for the implementation of such courses in the process of master's teacher training, the content of educational and scientific programs and educational and professional characteristics of the future specialist should be observed; mass open distance courses must be included in the curriculum, where the number of hours and credits for studying the relevant discipline is clearly indicated; curricula must be improved by introducing a new form of education.&#x0D; Distance education offers prospective and practicing teachers both skills training and the opportunity to complete teacher training programs or obtain a degree. The distribution of distance teacher training programs is not limited to developed or developing countries, nor to specific delivery methods. This proliferation is the result of the rapid development of telecommunications technologies combined with a growing awareness of ways to use technology for teacher training.&#x0D; Thus the content analysis of the professional literature on the problem of scientific research made it possible to identify and summarize the pecularities of masters teacher training in distance education in Turkey: the use of active and mass learning methods; methods for assessing the progress of applicants for higher education, methods of mass self-education, introspection and self-correction of knowledge; conducting courses through videoconferencing, virtual classes and forums with synchronous interaction between students and teachers; communication through forums, online conversations and online interviews; use of various printed, visual, classroom and electronic materials. The predictive potential of scientific research is due to the potential possibility of further scientific research on the problem of the curriculum developing of master’s teacher training in distance education in Turkey.

Educational metaverse: an exploration and practice of VR wisdom teaching model in Chinese Open University English course

PurposeThe paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.Design/methodology/approachThe paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.FindingsThe paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.Research limitations/implicationsThe present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.Originality/valueThis paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.

Purpose, place, and people: How the pandemic helped foster open and inclusive course design

In the spring of 2020, many institutions of higher education rapidly adopted new models of course delivery to support the ongoing need for instructional flexibility in response to the SARS-CoV-2 pandemic. This article discusses how the transition to a flexible instructional model at Furman University created space for faculty to consider the value of intentional learning environment design to meet students where they are both literally and figuratively. Reporting on a course planning framework focused on the alignment of learning outcomes, learning space, and considerations of student engagement and accessibility, this article reviews data from a faculty survey on pedagogical adaptations to highlight how the pandemic provided an opportunity to expand notions of educational architecture in course design efforts by reimagining how, where, and through which mediums teaching and learning occur. The results presented underscore the need for sustained attention to open educational architecture as a part of course and curriculum development beyond the period of pandemic teaching and reveal important considerations for educational developers working to support inclusive pedagogy in the 21st century.