A Survey On MOOC Providers For Higher Education

Malliga, P.

doi:10.24297/ijmit.v7i1.713

Cited by 9 publications

(7 citation statements)

References 1 publication

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“…In particular, these early MOOCs stressed the importance of learners developing their individual, personal learning networks and of creating, sharing, and enhancing net-based learning artifacts. They are quite different from the later MOOCs, referred to as xMOOCs (Malliga, 2013) which focus more on the distribution of content and ignore the aforementioned key features of cMOOCs, in that they inherently involve interaction and network construction and, especially, learnerlearner interaction focused on content creation and sharing.…”

Section: Introductionmentioning

confidence: 96%

A framework for interaction and cognitive engagement in connectivist learning contexts

Wang

Chen

Anderson

2014

IRRODL

102

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Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi, et al., 2011), persistence (Tello, 2007; Joo, Lim, & Kim, 2011), deep learning (Offir, et al., 2008) and other components of effective learning. With the development of interactive technologies, and related connectivism learning theories (Siemens, 2005a; Downes, 2005), interaction theory has expanded to include interactions not only with human actors, but also with machines and digital artifacts. This paper explores the characteristics and principles of connectivist learning in an increasingly open and connected age. A theory building methodology is used to create a new theoretical model which we hope can be used by researchers and practitioners to examine and support multiple types of effective educational interactions. Inspired by the hierarchical model for instructional interaction (HMII) (Chen, 2004b) in distance learning, a framework for interaction and cognitive engagement in connectivist learning contexts has been constructed. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels: operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction. Connectivist learning is thus a networking and recursive process of these four levels of interaction.

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Section: Introductionmentioning

confidence: 96%

A framework for interaction and cognitive engagement in connectivist learning contexts

Wang

Chen

Anderson

2014

IRRODL

102

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“…MOOCs aim to provide free and wide-ranging education to all learners enrolled in it. Providing the possibility of registration and participation in the attendance of educational courses, workshops and training conferences through the web and free of charge, It is also characterized by its ability to support the enrollment of an unlimited number of learners, In other words, these courses are offered on certain sites on specific dates within a certain period of time on the web and are available to all applicants from all over the world as a modern method that allows access to the widest possible range of different educational levels of individuals and educates them effectively and flexibly (Malliga, 2013).…”

Section: E-learningmentioning

confidence: 99%

Perceptions and Proposals of University of Jordan Faculty Members towards Using Massive Open Online Courses in the Educational Process

Al-Abed

2020

INT J EDUC METHODOL

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This study aims at investigating the perceptions of the faculty members of the University of Jordan towards the use of The Massive Open Online Courses (MOOCs) in the educational process and their suggestions to improve them, the study followed the descriptive / analytical approach. The sample consisted of (115) teachers from the faculty members of the University of Jordan, who were chosen intentionally during the second semester 2018/2017. A key tool was developed that was validated and consisted of (70 items). The results showed that the use of MOOCs courses was moderate and positively affect the support of the educational process. The results showed that there were no statistically significant differences attributed to the teaching experience, gender and academic rank variables. While the results showed that there are statistically significant differences to the degree of the use of the faculty members of the University of Jordan MOOCs courses in the educational process according to the collage variable. Results related to the second area of proposals for improving the use of MOOCs courses were also high. In the light of the results of the study, the researcher recommended, based on the answers of faculty members, the need to reconsider the importance of using electronic MOOCs courses in the educational process, And spreading a culture of awareness of the importance of using electronic environments in the educational process, to provide tangible financial and technical support for the production and design of MOOCs courses in cooperation with faculty members and the use of experts.

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“…Flip the classroom is a very influential teaching model, which was first proposed by J. W. Baker at the 11th International Conference on University Teaching in 2000 [3]. Refers to the re-adjustment of the time both inside and outside the classroom, transfer the right to make decisions of learning from teachers to students, students from passive learning into active project-based learning, teachers and students study together the process of solving problems, in order to obtain a deeper understanding [4].…”

Section: Moocs(massive Openmentioning

confidence: 99%

New Information and Information Literacy Education in Colleges and Universities under the New Media Environment

Liu¹

2018

Proceedings of the 2017 International Seminar on Social Science and Humanities Research (SSHR 2017)

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Abstract. The current development of new technology and new media has brought reformational opportunities to higher education, a lot of information literacy education in colleges and universities try to use in a variety of new teaching modes for improving the teaching effect. Through this comparative study of new teaching modes, the writer chooses flipped classroom and teaching reform, which has obtained a remarkable result. Beyond that, information literacy education should be aimed at different teaching objects as well as teaching requirements, then select an appropriate new technology application model, in order to continuously promote the teaching effect.

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A Survey On MOOC Providers For Higher Education

Cited by 9 publications

References 1 publication

A framework for interaction and cognitive engagement in connectivist learning contexts

A framework for interaction and cognitive engagement in connectivist learning contexts

Perceptions and Proposals of University of Jordan Faculty Members towards Using Massive Open Online Courses in the Educational Process

New Information and Information Literacy Education in Colleges and Universities under the New Media Environment

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