KIUrologyX: Urology As You Like It —A Massive Open Online Course for Medical Students, Professionals, Patients, and Laypeople Alike

Henningsohn, Lars; Dastaviz, Nima; Stathakarou, Natalia; McGrath, Cormac

doi:10.1016/j.eururo.2017.02.034

Cited by 13 publications

(16 citation statements)

References 5 publications

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“…We distinguish between specialist (professionals and students in the course subject) and non‐specialist audiences (who may represent participants without formal training or experience in the area) (Colibaba et al, ; Henningsohn, Dastaviz, Stathakarou, & McGrath, ). We grouped specialists and non‐specialists on the basis of self‐identification since the automatically collected edX data had no such categorisation as a default.…”

Section: Methods and Data Collectionmentioning

confidence: 99%

Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs

Stöhr¹,

Stathakarou²,

Mueller³

et al. 2018

Brit J Educational Tech

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Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can successfully address those needs. Video lectures and demonstrations are a central learning component of MOOCs. This paper contributes to the research community by examining the use of MOOC videos for two groups of learners. In particular, we explore whether there is an observable difference between specialists' and non-specialists' video-watching activity. We analyse data collected from three MOOCs on the edX platform. Our findings indicate that while age and educational background impacts the level of video activity, there is no significant difference between specialists and non-specialists. We conclude that the MOOC format may be suited to non-specialist groups, allowing them to self-direct their learning and utilise videos as educational resources.

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Section: Methods and Data Collectionmentioning

confidence: 99%

Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs

Stöhr¹,

Stathakarou²,

Mueller³

et al. 2018

Brit J Educational Tech

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“…This course was launched for the first time in autumn of 2015 and it was offered over a five week period [12].…”

Section: Study Contextmentioning

confidence: 99%

“…In one study, the results indicated that the VPs were perceived as a helpful exercise in the course by 83.1% of the responding participants (n = 442) [11]. Other positive outcomes of MOOCs using VPs was seen in a Urology MOOC which had a higher overall student completion rate 10.4% compared to the reported 5% average completion in MOOCs [12].…”

Section: Introductionmentioning

confidence: 98%

“…The openness of MOOCs to different groups of learners makes it interesting to observe how branching will influence learners' engagement in such a digital learning environments. Within a MOOC environment the right choice of feedback, may lead to positive effects on the dropout rates [11,12]. There is, so far, no firm evidence how this design feature may impact student completion of the VP activities and therefore impact the MOOC completion.…”

Section: Introductionmentioning

confidence: 99%

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MOOC Learners’ Engagement with Two Variants of Virtual Patients: A Randomised Trial

et al. 2018

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Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. We explored how learners interact with VPs and compared the significance of different VP designs on dropout rates. Methods: RCT of 378 participants split into two groups to interact with two VPs using different design: branching and linear. Data on node progression and VP attempts was analysed using descriptive and quantitative analysis. Results: Eight groups of learner interaction patterns were identified. The majority of learners completed the VP in a linear path in one attempt. A significant number either completed the case in a loop path in one t5attempt, completed in a linear path in multiple attempts or dropped out without attempting the case. VP design has a significant effect on dropout rates of learners. There is a higher dropout rate from a branched VP compared to linear VP. Discussion: Prior research showed that branched VPs are more engaging and promote greater learning compared to linear VPs. However, our results indicate that branched VPs had greater dropout compared to VPs that require less time to be solved. Conclusions: We conclude that branching had a negative effect on completion of the VP activity in the MOOC. Moreover, we believe that more complex VPs require more effort on task and this might not be a design that facilitates the interaction in a MOOC audience, where the participants might wish to acquire the basic medical knowledge offered by the course.

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“…The literature has identified a number of potential benefits of MOOCs, such as extending public outreach and offering free education for all (Henningsohn et al 2017;Stöhr et al 2019). MOOCs, given their massive scale and the possibilities to re-use course material, are also argued by some to act as a cost-efficient way of offering higher education (e.g.…”

Section: Introductionmentioning

confidence: 99%

Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses (MOOCs) and the Responsible University: History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities

Barman

McGrath

Stöhr

2019

The Responsible University

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Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.

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KIUrologyX: Urology As You Like It —A Massive Open Online Course for Medical Students, Professionals, Patients, and Laypeople Alike

Cited by 13 publications

References 5 publications

Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs

Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs

MOOC Learners’ Engagement with Two Variants of Virtual Patients: A Randomised Trial

Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses (MOOCs) and the Responsible University: History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities

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