900 research outputs found
Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers
New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind of evolution on e-learning, have the endorsement of prestigious universities around the world, and are transforming the traditional teaching–learning process. In Ecuador, these online courses are based on the Basic General Education system and are neither popular among students nor widely used by teachers in their teaching method, thus, this teaching system is not considered as an official qualification. The inclusion of this tool in the Ecuadorian educational system as a learning resource would expand access to equal opportunities to students and teachers from all over the country. Therefore, our proposal is to use the MOOCs as a source with all the instructional contents of the subject and as classwork based on the flipped-classroom method. In this way, such resources can be an aid to traditional high school classes, and the average grade achieved by students through this platform, as well as the student’s participation, may be part of the formal evaluation system in any institution. With the purpose of measuring the level of confidence in online education and the usage of MOOCs as a tool for teachers’ work, a descriptive and analytical approach has been taken in this study. A quantitative survey was administered to 696 Basic General Education teachers who took used this type of course. The results of this investigation show that 93.9% of the teachers trust the online education; 89% are ready to use MOOCs as a teaching–learning resource and 79% would use MOOCs as part of the final grade. These data prove that MOOCs could be a complementary tool for Basic General Education in Ecuador, so they could contribute to improve learning outcomes and the development of traditional education
Language learning and technology
By and large, languages, both as first, second or foreign languages remain one of the most important core subjects at every educational level. In early stages, their inclusion in the curriculum is intricately connected with (pre-)literacy practices, but also as a main driver for the successful integration of minority students learning a second language. In addition, the attainment of a certain level of a foreign language by the end of compulsory education is a common goal in most educational systems around the globe. Arguably, the key drivers of success in learning a language range from motivational to attitudinal, but ultimately they also have to do with the amount of target language use, the access to quality input, and especially language teachers' readiness to incorporate the latest educational trends effectively in the language classroom, educational technologies amongst them
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Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences
Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education.
This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience
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Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.
With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012).
The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators.
The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission
European Distance and E-Learning Network (EDEN). Conference Proceedings
Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio
Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education
(First Paragraph) The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO’s Category 1 education Institute in the Asia-Pacific region devoted to education for peace and sustainable development, as enshrined in SDG Target 4.7. UNESCO MGIEP promotes the use of digital learning platforms where teachers and students can co-create and share a highly interactive learning experience. With the rise of the internet, there has been a proliferation of online content and digital resources intended to support teaching and learning, albeit widely varying in quality. Digital education media and resources, if carefully designed and implemented, have a significant potential to be mobilized on a massive scale to support transformative learning for building sustainable, flourishing societies
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