Analysis of the pedagogical perspective of the MOOCs available in Portuguese

Lemos-de-Carvalho-Júnior, Giovani; Rivas, Manuela Raposo; Serna, Manuel Cebrián de la; Sarmiento-Campos, José A

doi:10.22550/rep75-1-2017-13

Cited by 1 publication

(1 citation statement)

References 13 publications

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“…In addition, the results both in terms of high percentage of teacher participants' completions (89%) and high volume of educational e-content generated, confirm Teachers' E-learning Portal as an effective, attractive, and self-sustainable MOOCs platform for in-service teachers in resource constraint environments [7]. With the increasing accessibility to online learning for pre-service and in-service teachers, access to Professional Teacher Development is not limited to for Educators endorsed programs [8]. Teachers are opting to enroll in less structured opportunities to enhance their own learning experiences through participating in MOOCs as part of their own journey in becoming teachers in the 21st Century [9].…”

Section: In-service and Pre-servicementioning

confidence: 79%

MOOCs Research from the Perspective of Teacher

Wu¹,

Zhang²

2017

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Abstract. Concerning the rapid growth of interest in understanding MOOCs (Massive open online courses, MOOCs), this article focuses on a review of MOOCs research from the perspective of teacher based on the web of science database. Altogether there are 12 records tilted as "MOOCs" in combining with "teacher" or "instructor" or "faculty". And analysis results of relating literatures indicate that (1) considering conference titles, 2015 1st Africa Conference and 7th International Conference On Education and New Learning Technologies ranked in Top 1, accounting for 16.667% respectively; (2) the main research country/territory is South Africa, accounting for 25.000%, then followed by England and Spain of 16.667% ; (3) document types of proceedings paper ranked in Top 1 accounting for 58.333%, then followed by article of 33.333%; (4) in the view of organizations, Universidad Nacional de Educacion a Distancia Uned from Spain and University of Johannesburg from South Africa have the same record count of 2, accounting for 16.667% respectively; (5) the year of published articles mainly distributed between 2015 and 2016, accounting for 58.333% and 25.000% respectively; (6) 83.333% of the research focused on Education Educational Research, then 25.000% in Computer Science and 16.667% in Telecommunications; (7) The number of literatures from three conferences is same, accounting for 16.667%. Overall, the related research topics can be classified into two aspects, including service and development. In the end, conclusions were made for the further research direction.

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Section: In-service and Pre-servicementioning

confidence: 79%