Exploration of Application Mode of MOOC-based Distance Education Mode in Digital Illustration

Zou, Mei

doi:10.3991/ijet.v11i09.6127

Cited by 2 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educational delivery modes (Cluster 3): Distance education delivery modes (e.g., e-learning, m-learning, online education), and with a specific focus on HE, open learning, and lifelong learning, were the central nodes in this cluster. The publications also argue that MOOCs are inherent to distance education (Zou, 2016) and are "characterized by openness, online and large-scale, all of which are conducive to creating a profound reform in education and teaching, thus significantly affecting higher education" (Liu, 2017, p. 785). Their application for blended learning (Bralić, & Divjak, 2018) or flipped classrooms (Cao, 2018) further makes them popular from a HE perspective.…”

Section: Social Network Analysis Of the Abstractmentioning

confidence: 99%

Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses

Bozkurt

2021

Open Praxis

View full text Add to dashboard Cite

The purpose of this research is to examine the research that has been done on MOOCs by applying data mining and analytic approaches and to depict the current state of MOOC research. The text mining revealed four broad themes: (I) MOOCs as a mainstreaming learning model in HE, (II) motivation and engagement issues in MOOCs, (III) assessment issues in MOOCs, and (IV) MOOCs for social learning. The social network analysis indicated that MOOCs are a significant aspect of online education and that learning analytics are considered a solution to current MOOC handicaps. Both pivotal contribution analysis and timeline analysis demonstrated that MOOC research has a heavy focus on motivation and engagement, high drop out and low retention rates, and instructional quality. Overall, the research concludes that the first wave of MOOC research largely concentrated on the qualitative characteristics of the phenomenon, while the second and third waves of MOOC research concentrated on the quantitative characteristics. 297 Bozkurt Open Praxis

show abstract

Section: Social Network Analysis Of the Abstractmentioning

confidence: 99%

Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses

Bozkurt

2021

Open Praxis

View full text Add to dashboard Cite

show abstract

“…The importance of MOOC has received more attention during the last eight years, which is the age of MOOC concept. Researchers have shown that MOOC can contribute to student learning and improve their academic results in all areas (Chauhan, 2015; Follis, 2015;Zou, 2016). Assessing the quality of education becomes one of the main pillars of ranking nations development, several global institutions have adopted different methodologies for evaluating the higher education system around the world.…”

mentioning

confidence: 99%

Untitled

Elburase¹,

Jaharadak²

2019

IJO-BS

View full text Add to dashboard Cite

IntroductionThe higher education outcome in Libya is having serious issues (Elkaseh, Wong, & Fung, 2016). In this regard, according to the higher education ministry of Libya; the graduation rate from the Libyan university have declined sharply over the period 2011-2016, which can be sourced from the internal conflicts and lead to lower the attendance of the higher education students. This issue has formed a real challenge for the higher education system to figure out an alternative or complementary solution for this obstacle. Online courses are considered as one of the good choices for the students to fill their weakness. Elkaseh, et al. (2016) have highlighted a new learning preference by the higher education students toward employing the technology in learning. Smith (2013) finds that students achieve high performance for information technology subject, when they spent more time learning the information technology subjects outside the classrooms. The outside classes formed an interactive environment for students rather than inside classrooms. Massive Open Online Course (MOOC) is considered as an additional step into the new era of knowledge, which works to break the constraints of limited scope of course knowledge. University students are obliged to follow their teachers and books contain; it forms a limitation of knowledge that unable to cross it. Educational institutes need to improve their strength to keep positive images with their various constituents, and the way to do this is to take full advantage of the opportunities the website provides (Caglar & Mentes, 2012). The importance of MOOC has received more attention during the last eight years, which is the age of MOOC concept. Researchers have shown that MOOC can contribute to student learning and improve their academic results in all areas (Chauhan, 2015; Follis, 2015;Zou, 2016). Assessing the quality of education becomes one of the main pillars of ranking nations development, several global institutions have adopted different methodologies for evaluating the higher education system around the world. In this context, the Libyan higher education is out of the ranking of many assessment organizations such as the Organization for Economic Co-operation and Development (OECD, 2016). The higher education system in Libya suffers from many challenges, the lack of meeting the international standard of higher education is considered as one of the main challenges, which faces by the Libyan education system due to the unsteady situation within the country (Alzain,

show abstract

Exploration of Application Mode of MOOC-based Distance Education Mode in Digital Illustration

Cited by 2 publications

References 5 publications

Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses

Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses

Untitled

Contact Info

Product

Resources

About