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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].
A Cloud-Based Solution for Smart Education: An Extended Version
Published in Gopal Singh Latwal, Sudhir Kumar Sharma, Prerna Mahajan, Piet Kommers, Role of ICT in Higher Education, 2020
MOOCs are massive open online courses that are composed of video lessons, assessments, readings, and discussion forums. MOOCs are created by universities but are distributed by course providers like Coursera, edX, FutureLearn, and Udacity. MOOCs also include auto-graded quizzes and peer-feedback assignments (graded by other students). A study by Pardos et al. (2017) enabled efficient navigation in a MOOC for students. This was done by prediction of the next page where significant time would be spent by students. To forecast this, it studied the time spent on the pages and applying a behavioral model to it.
Facilitating Students’ Interaction in MOOCs through Timeline-Anchored Discussion
Published in International Journal of Human–Computer Interaction, 2019
Yue Chen, Qin Gao, Quan Yuan, Yuanli Tang
Currently, asynchronous discussion forums are the major, and sometimes the only, mechanism for interpersonal interaction among MOOC learners and between MOOC learners and instructors. Whereas a number of studies reported successful use of synchronous communication tools (e.g., chatrooms) for facilitating interaction within small learning groups in MOOCs (e.g., DALMOOC by Rosé, Goldman, Zoltners Sherer, & Resnick, 2015), asynchronous forums are more widely used and preferred in practice because they support discussion among a massive number of learners. The needs of learners in small groups, who were the focus of the studies with synchronous communication tools, would be considerably different than those of learners in very large groups, and asynchronous forums allow individual learners to engage in thoughtful discussion at convenient times (Branon & Essex, 2001).
Adoption, completion and continuance of MOOCs: a longitudinal study of students’ behavioural intentions
Published in Behaviour & Information Technology, 2022
Kriti Priya Gupta, Harshit Maurya
All the three technological attributes were found to have significant effects on the students’ intentions to adopt, complete or continue using MOOCs. Similar findings have been reported in the prior literature on technology adoption that advocate for the relevance of technology or innovation attributes in both early and advanced stages (Leung et al. 2015; Sun and Jeyaraj 2013). In particular, the present study has found significant effects of direct benefits, indirect benefits and performance-to-cost value on the adoption, completion and continuance intentions of MOOCs. This implies that students evaluate the benefits and value of MOOCs regardless of whether it is for initial use or continued use. The direct benefits of MOOCs in terms of usefulness for enhancing knowledge and learning performance are important for the students while making decisions to adopt MOOCs (Ma and Lee 2019) or continue using MOOCs (Wu and Chen 2017). Similarly, students also consider the indirect benefits in terms of recognition of MOOCs by the academic institutions or employers while shaping their minds to adopt, complete or continue using MOOCs. Previous studies have also argued for the impact of social recognition in the acceptance and usage of MOOCs (Khan et al. 2018; Wu and Chen 2017). The performance-to-cost value of MOOCs came out to be a significant predictor of the students’ behavioural intentions across all the three stages of MOOCs acceptance. Overall it plays the most important role in students’ intention to complete MOOCs as it is being observed as the strongest predictor of completion intention. For completing a MOOC successfully and to earn a certificate of completion, students are required to obtain passing grades and pay the fee. Therefore, students evaluate the worthiness of putting time and money while deciding to complete MOOCs.
Personality Traits and Intention to Continue Using Massive Open Online Courses (ICM) in Spain: The Mediating Role of Motivations
Published in International Journal of Human–Computer Interaction, 2020
Hend Alabdullatif, J. Ángel Velázquez-Iturbide
Massive Open Online Courses (MOOCs) are an online educational form that can provide both structured and non-structured learning methods. MOOCs provide students with many benefits, such as flexibility in their learning approach and in the time dedicated to learning. Despite these apparent benefits, the dropout rate is found to be between 93% and 94% (Sanagustín et al., 2016). Such drastic dropout rates justify innovations and studies which try to remedy this situation because it curtails the possible benefits of MOOCs.