Encouraging and Utilizing Linked Data from Open Online Courses

Access to affordable education to achieve printed and digital literacy helping all learners to acquire knowledge, coping with change, and seeding mindsets for creativity and intellectual curiosity are considered major indicators and measures of quality of life worldwide. The emergence of MOOCs (Massive Open Online Courses) promising new, scalable models that can provide an �education for everyone� has generated a new and broad interest in rethinking learning and education. Frames of reference (identifying underlying assumptions, conceptualizations, and perspectives) are needed to conceptualize the meaning and the implications of MOOCs in the context of rich landscapes for learning. Most of the discussions and analyses about MOOCS have been based on economic perspectives and technological perspectives. This contribution critically assesses MOOCs from a learning sciences perspectives. This paper focuses on integrating all the trending websites which includes Coursera ,Udacity and Swayam and searches for the best optimal course that the user requires. Information is retrieved using web crawler with the help of ontology schema

EU–originated MOOCs, with focus on multi- and single-institution platforms

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Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

FORGE: Enhancing elearning and research in ICT through remote experimentation

This paper presents the Forging Online Education through FIRE (FORGE) initiative, which aims to transform the Future Internet Research and Experimentation (FIRE) testbed facilities, already vital for European research, into a learning resource for higher education. From an educational perspective this project aims at promoting the notion of Self-Regulated Learning (SRL) through the use of a federation of high- performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology. Through FORGE, traditional online courses will be complemented with interactive laboratory courses. It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities

Security Risks and Protection in Online Learning: A Survey

This paper describes a survey of online learning which attempts to determine online learning providers\u27 awareness of potential security risks and the protection measures that will diminish them. The authors use a combination of two methods: blog mining and a traditional literature search. The findings indicate that, while scholars have identified diverse security risks and have proposed solutions to mitigate the security threats in online learning, bloggers have not discussed security in online learning with great frequency. The differences shown in the survey results generated by the two different methods confirm that online learning providers and practitioners have not considered security as a top priority. The paper also discusses the next generation of an online learning system: a safer personal learning environment which requires a one-stop solution for authentication, assures the security of online assessments, and balances security and usability

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

The Success of Massive Open Online Courses (MOOCs): An Investigation on Course Relevance

MOOCs have provided online learners easy access to education for professional development, helping them acquire new skills to advance their careers during the pandemic. However, the importance of linking MOOCs with job market demands has not been explored in the existing literature. This study investigates the role of course relevance in MOOC success by examining the effect of the alignment between courses and job market demands on learner satisfaction. By adopting the DeLone & McLean information system success model as a framework, we propose that course relevance positively influences learner satisfaction. This relationship is moderated by course level and accessibility. We tested our model using information about 1,987 MOOCs and 485 job postings. The results show that learners will be more satisfied with courses if instructors enhance course relevance on trending topics. The effect of relevance is greater for advanced courses and magnified by lifetime accessibility. This paper contributes to MOOC research from three perspectives: 1) it examines the role of course relevance in MOOC success; 2) it points out the importance of considering learners’ characteristics in evaluating MOOC success; 3) it provides valuable guidance on course design, which helps course providers maintain the prosperity of MOOCs in the post-pandemic