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Societal Impact
Published in John D. Cressler, Silicon Earth, 2017
The latest rage these days at universities are so-called Massive Open Online Courses (MOOCs). A MOOC is an online course aimed at unlimited participation (read: BIG numbers of students) and offered “open access” (to all) via the Web (Figure 15.20) [14,15]. In addition to traditional course materials such as filmed lectures, readings, demos, problem sets, various computer-based learning assessments, MOOCs also provide interactive user forums to support community interactions between students, the professor, and a cadre of graduate teaching assistants (TAs). MOOCs are basically Internet-enabled Distance Education 2.0. Things got serious in 2011, and today a (growing) number of MOOC purveyors exist, including some familiar names: Coursera, Udacity, edX, and their many kin. Lots of universities have stepped into the fray just to be ahead of the curve (Georgia Tech, for instance).
Writing for E-Media
Published in Phillip A. Laplante, Technical Writing, 2018
A massively open online course (MOOC) is a free, open access online course that enrolls large numbers (sometimes) thousands of students in a single section. A MOOC has two basic models. The first involves Web-based and emailed course content, with assessment via automated exams. The second form, “connective” learning, has less structure and content. The learning presumably occurs via crowdsourced interactions through blogs, threaded discussion boards, and email. In either model, course assistants might moderate the interactions and answer questions, but instructor-initiated interaction are sporadic at best [Laplante 2013].
Online Education
Published in Matthew N.O. Sadiku, Emerging Internet-Based Technologies, 2019
Online courses refer those courses in which at least 80% of the content is delivered online. Massive Online Open Courses (MOOCs) are a subset of online courses. Since the introduction of the first MOOCs in 2003 in the United Kingdom, millions of students across the world have grabbed the opportunity to take courses online. MOOCs help students acquire knowledge in a self-paced manner and choose what they learn and when to learn. They have proved useful for students especially from under-developed countries. They enable them access standard courses for little or no cost [1,2].
Are online reviews credible? The effects of online reviews for the adoption of MOOCs for E-learning
Published in Journal of Decision Systems, 2022
Uttam Chakraborty, Santosh Kumar Biswal
The current study has considered the respondents from India. The future studies can include the respondents from other countries to understand the impact of online reviews towards adoption of MOOCs. Since the current study has employed quantitative method, the future studies can use qualitative method to measure the influence of reviews on MOOCs. This present study adopted descriptive research design (Survey). Therefore, the future study can adopt the experimental research design. In the area of online learning, MOOCs are available on various disciplines – humanities, social sciences, natural sciences, formal sciences, applied sciences. The handful of comparative studies can be executed for measuring in the context of online reviews on MOOCs in various disciplines. This current research has employed S-O-R paradigm and dual process theory. Going beyond this theory, the adoption of MOOCs can be understood by using certain relevant theories like concerns-based adoption model (Straub, 2009), UTAUT (Baishya & Samalia, 2020), evolutionary system-approach on diffusion theory (Gruber, 2020), behavioural reasoning theory (A. Gupta & Arora, 2017), rational choice theory (Fumagalli, 2020) and technology continuance theory (Cheng et al., 2019).
Moving toward a universally accessible web: Web accessibility and education
Published in Assistive Technology, 2019
The most common implementation of LCMSs is in institutions whose main purpose is education, such as schools and universities. However, the emergence of Massive Open Online Courses (MOOCs) has made e-learning systems and content available in the larger public domain. One of the central goals of MOOC systems is to synthesize content and learning resources contributed by community members with LCMS environments. In that sense, MOOCs deliver free access to courseware, content, and assessment models that are similar to those students would typically encounter in universities and colleges, without the financial burden that pursuit of a full degree level course would entail. Providers of MOOCs are often conglomerates comprised of various organizations, each of which contributes discrete materials and resources for the purposes of developing a complete course. Educational institutions also utilize MOOCs as a way to share parts of particular courses with the web community. In some cases, teaching institutions also allow users who have completed the requirements of a course via MOOC to receive credit toward a degree, or to fulfill the entry criteria necessary for admission to further study.
Towards learner-constructed e-learning environments for effective personal learning experiences
Published in Behaviour & Information Technology, 2018
Personalised learning is tailoring learning content to meet the needs of the learner. Usually, to accomplish this, information that is stored in the learner’s profile is used to present them with content that is suitable for them. Thus, personalised learning is learner-centred, which increases the chance of the learner engaging with the content. In the case of personalised e-learning, the learner can access the course in their own time. This is the case with most MOOCS (Massive Open Online Courses), where learning tends to be self-paced and hence the learner has control over their own learning. By engaging with the content, the learner develops some learning skills that will be useful in other courses. They learn to manage their own learning in order to meet their goals.