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What do cMOOC participants talk about in Social Media? A Topic Analysis of Discourse in a cMOOC
"... Creating meaning from a wide variety of available information and being able to choose what to learn are highly relevant skills for learning in a connectivist setting. In this work, various approaches have been utilized to gain insights into learning processes occurring within a network of learners ..."
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Creating meaning from a wide variety of available information and being able to choose what to learn are highly relevant skills for learning in a connectivist setting. In this work, various approaches have been utilized to gain insights into learning processes occurring within a network of learners and understand the factors that shape learners ’ interests and the topics to which learners devote a significant attention. This study combines different methods to develop a scalable analytic approach for a comprehensive analysis of learners ’ discourse in a connectivist massive open online course (cMOOC). By linking techniques for semantic annotation and graph analysis with a qualitative analysis of learner-generated discourse, we examined how social media platforms (blogs, Twitter, and Facebook) and course recommendations influence content creation and topics discussed
Web accessibility of MOOCs for elderly students
- International Conference on Information Technology Based Higher Education and Training
, 2013
"... Abstract—Internet use by older people has increased dramat-ically during the past 10 years. According to different sources, the number of users over age 65 has more than doubled since 2000. Besides, the inevitable effect of younger users aging will increase the number of older people using the Inter ..."
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Abstract—Internet use by older people has increased dramat-ically during the past 10 years. According to different sources, the number of users over age 65 has more than doubled since 2000. Besides, the inevitable effect of younger users aging will increase the number of older people using the Internet the next decades. Unfortunately, older people face several challenges when using the web due to diminishing capacities related to aging, such as vision decline, hearing loss, decremented motor skills and cognition issues. On the other hand, e-learning can be an opportunity in helping older people become integrated with the rest of society. In this context, Massive Open Online Courses (MOOC) bring great opportunities to enhance the quality of life of older people by enabling lifelong learning and inclusion in learning communities. However, MOOCs can present some barriers that could hamper full participation by elderly students. In order to avoid these barriers, MOOCs have to meet different user needs, skills and situations: MOOCs have to successfully address web accessibility challenges for elderly students. The purpose of this paper is to raise awareness towards a better understanding of the web accessibility challenges that elderly students of MOOCs face. Index Terms—web accessibility; massive open online course; coursera; world-wide web consortium; elderly people; aging users; older users I.
S., considerations S., Massive Online Open Courses as creditable courses
- in Engineering Programs”, International Conference on Education, Research and Innovation ICERI
, 2013
"... This paper proposal is to include MOOCs (Massive Open Online Courses) as creditable courses in engineering programs at the National Polytechnic School of Ecuador. In addition to fulfilling a number of requirements related to the content and duration of the courses, one important challenge is that th ..."
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This paper proposal is to include MOOCs (Massive Open Online Courses) as creditable courses in engineering programs at the National Polytechnic School of Ecuador. In addition to fulfilling a number of requirements related to the content and duration of the courses, one important challenge is that these selected MOOCs should comply with web accessibility requirements specific for the special needs of non-native speakers. Web accessibility is the property of a website to support the same level of effectiveness for people with disabilities as it does for non-disabled people. As an accessible website is designed to meet different user needs, preferences, skills and situations, this flexibility also benefits people without disabilities in certain situations, such as MOOC students who are non-native speakers. Unfortunately, MOOCs raise new challenges on web accessibility. For example, cultural differences and background knowledge have to be taken into account when choosing contents, examples, and learning activities which might be unfamiliar or even offensive to certain cultures. Also, user interfaces requires special adaptations for non-native speakers. We present a preliminary list of web accessibility requirements and highlight the challenges non-native speakers experience when using MOOCs. The goal is to raise awareness about the particular needs of non-native speakers. This understanding will be the base for establishing criteria for a preliminary selection of MOOCs as creditable courses in engineering programs at the National Polytechnic School. These criteria can also be useful for other higher education institutions interested in including MOOCs in their official programs.
Article Sustainability Education in Massive Open Online Courses: A Content Analysis Approach
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Instructional quality of Massive Open Online Courses (MOOCs
- Computers & Education
, 2015
"... a b s t r a c t We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and th ..."
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a b s t r a c t We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.
Article Transcending Borders and Traversing Boundaries: A Systematic Review of the Literature on Transnational, Offshore, Cross-Border, and Borderless Higher Education
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Assessment in massive open online courses
- Electronic Journal of e-Learning
, 2015
"... Abstract: Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track ..."
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Abstract: Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended student assignments. In this paper, we present a study on various forms of assessment and their relationship with the final exam score. In general, the reliability of both the self-assessments and the peer assessments was high. Based on low correlations with final exam grades as well as with other assessment forms, we conclude that self-assessments might not be a valid way to assess students ’ performance in MOOCs. Yet the weekly quizzes and peer assessment significantly explained differences in students ’ final exam scores, with one of the weekly quizzes as the strongest explanatory variable. We suggest that both self-assessment and peer assessment would better be used as assessment for learning instead of assessment of learning. Future research on MOOCs implies a reconceptualization of education variables, including the role of assessment of students ’ achievements.
A D M I N I S T R A T I V E I S S U E S J O
"... Tarleton State University In an era of increasingly hyped Massive Open Online Courses (MOOCs) that seem to evoke feelings of both prom-ise and peril for higher education, many institutions are struggling to find their niche among top-tier Ivy League schools offering courses to thousands of participa ..."
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Tarleton State University In an era of increasingly hyped Massive Open Online Courses (MOOCs) that seem to evoke feelings of both prom-ise and peril for higher education, many institutions are struggling to find their niche among top-tier Ivy League schools offering courses to thousands of participants for free. While the effectiveness of MOOCs in terms of learn-ing outcomes and student persistence is still unclear (see Daniel, 2012; Kirschner, 2012; and Jordan, 2013), one benefit of the trend are the innovative adaptations that smaller-sized, regional institutions have begun testing as alternative in-roads into the MOOC era. The Targeted Open Online Course (TOOC) model allowed one mid-sized regional institution to leverage existing area partnerships/relationships with stakeholders to offer an on-line course for professional development and even actual graduate course credit. The following paper presents a comprehensive description of the TOOC model, including the administrative, enrollment, marketing, student support, development, and pedagogical considerations of planning and implementation. Additional data re-garding persistence rates, affective gains, and recruitment outcomes will be shared.
A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model
"... Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgmen ..."
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Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgment from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators.
