3,088 research outputs found
A review on massive e-learning (MOOC) design, delivery and assessment
MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.Peer ReviewedPostprint (author's final draft
Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses
Massive Open Online Courses (MOOCs) offer a new scalable paradigm for
e-learning by providing students with global exposure and opportunities for
connecting and interacting with millions of people all around the world. Very
often, students work as teams to effectively accomplish course related tasks.
However, due to lack of face to face interaction, it becomes difficult for MOOC
students to collaborate. Additionally, the instructor also faces challenges in
manually organizing students into teams because students flock to these MOOCs
in huge numbers. Thus, the proposed research is aimed at developing a robust
methodology for dynamic team formation in MOOCs, the theoretical framework for
which is grounded at the confluence of organizational team theory, social
network analysis and machine learning. A prerequisite for such an undertaking
is that we understand the fact that, each and every informal tie established
among students offers the opportunities to influence and be influenced.
Therefore, we aim to extract value from the inherent connectedness of students
in the MOOC. These connections carry with them radical implications for the way
students understand each other in the networked learning community. Our
approach will enable course instructors to automatically group students in
teams that have fairly balanced social connections with their peers, well
defined in terms of appropriately selected qualitative and quantitative network
metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of
Digital Information & Web Technologies (ICADIWT), India, February 2014 (6
pages, 3 figures
EU–originated MOOCs, with focus on multi- and single-institution platforms
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Quality in MOOCs: Surveying the Terrain
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality
An investigation into the perspectives of providers and learners on MOOC accessibility
An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference
¿Pueden los MOOC cerrar la brecha de oportunidades?: La contribución del diseño pedagógico social inclusivo
Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed
to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has
the potential to widen access to higher education since they contribute to social inclusion, the dissemination of
knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply
reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for
every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To
be successful, a massive open online learning experience has to empower learners and to facilitate a networked
learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences
regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms.
Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model
and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles
of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of
virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based
research approach, a comparative analysis of two course iterations each representing each model is also presented
and discussed.Los cursos en lÃnea abiertos y masivos (MOOC) son cursos abiertos disponibles en lÃnea sin costo para el usuario y
diseñados para ampliarse, permitiendo un gran número de participantes. Como tales, son un nuevo desarrollo
disruptivo que tiene el potencial de ampliar el acceso a la educación superior, ya que contribuyen a la inclusión social,
la difusión del conocimiento y la innovación pedagógica. Sin embargo, garantizar oportunidades de aprendizaje de
calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educación superior. Por el
contrario, implica asegurar oportunidades equitativas para que cada participante tenga éxito en su experiencia de
aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de
aprendizaje en lÃnea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De
hecho, los MOOC están diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con
respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participación y diversidad
de plataformas en lÃnea. La personalización puede jugar un papel clave en este proceso. En este artÃculo, los autores
describen el modelo pedagógico iMOOC y su derivada posterior, el modelo sMOOC, y explican cómo contribuyeron a la introducción de los principios de diversidad y equidad en el diseño MOOC, lo que permite una clara
diferenciación de las rutas de aprendizaje y también de entornos virtuales, al tiempo que permite a los participantes
tener éxito en sus experiencias de aprendizaje. Usando un enfoque de design-based research, también se presenta y discute
un análisis comparativo de dos iteraciones del curso, cada una representando cada modelo
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