Emotive Vocabulary in MOOCs: Context & Participant Retention

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning. This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn't able to...). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC. (Contains 5 figures and 4 endnotes.)Fil: Koutropoulos, Apostolos. University of Massachussets; Estados UnidosFil: Gallagher, Michael Sean. University of London; Reino UnidoFil: Abajian, Sean C.. California State University; Estados UnidosFil: Inge de Waard. Institute of Tropical Medicine; BélgicaFil: Hogue, Rebecca Joanne. University of Ottawa; CanadáFil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; Argentin

Emotive Vocabulary in MOOCs: Context & Participant Retention

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning. This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn't able to...). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC. (Contains 5 figures and 4 endnotes.)Fil: Koutropoulos, Apostolos. University of Massachussets; Estados UnidosFil: Gallagher, Michael Sean. University of London; Reino UnidoFil: Abajian, Sean C.. California State University; Estados UnidosFil: Inge de Waard. Institute of Tropical Medicine; BélgicaFil: Hogue, Rebecca Joanne. University of Ottawa; CanadáFil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; Argentin

Merging MOOC and mLearning for Increased Learner Interaction

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interactions and dialogue. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. An endof-course survey providesinsight thatsupportsthe synergies between MOOCs and mLearning: collaboration, informal and lifelong learning, and dialogue.Fil: De Waard, Inge. Athabasca University; BélgicaFil: Koutropoulos, Apostolos. University of Massachusetts; Estados UnidosFil: Hogue, Rebecca J.. University of Ottawa; CanadáFil: Abajian, Sean C.. California State University Northridge (calif. State Univ. Northridge);Fil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad del Cema. Departamento de Ingeniería Informatica; Argentina. Universidad Nacional de La Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gallagher, Michael Sean. University of Edinburgh; Reino Unid

USING THE REVISED BLOOM TAXONOMY IN DESIGNING LEARNING WITH MOBILE APPS

Mobile learning has been reshaping the mobile applications and requesting a different pedagogy. Therefore, the applications designed for mobile learning are expected to be compatible with the desired skills in learning objectives and learning outcomes. It is recommended to determine learning objectives and learning outcomes that support appropriate pedagogy for mobile learning while designing an application. In this study, the use of the revised Bloom Taxonomy in designing mobile learning applications was evaluated in terms of cognitive processes and learning outcomes for the realization of effective learning. Besides, the benefits of revised Bloom Taxonomy are evaluated on issues such as analyzing the objectives of the syllabus or a curriculum, the classification of learning activities according to the learning objectives, the recognition of the relationship between assessment and learning/teaching activities. This study also introduces a few alternative models apart from revised Bloom’s Taxonomy and presents some discussions about these models. Then, a range of mobile applications has been suggested for open and distance learners

National Strategies For Oer And Moocs From 2010 To 2020: Canada, Japan, South Korea, Turkey, Uk, And Usa

global agenda (Education 2030 Incheon Declaration and Framework for Action) published in September 2015 by UNESCO provides a roadmap for the next 15 years for education planners and practitioners. The main goal of the agenda is recognized as ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all . The Member States develop policies and programs for the provision of quality for open and distance education with sustainable financial and legal framework and use of technology, including the Internet, open educational resources, massive open online courses (MOOCs) and other modalities to improve access in order to reach this goal by 2030. Institutions have realized the full potentialof OER and MOOCs and started to develop their own policies with regard to teaching, learning and research resources in the public domain. In this regard, the purpose of this study is to examine national strategies on OER and MOOCs in the leading countries such as USA, UK, Canada, Japan, South Korea, and Turkey