Massive Open Online Course

Silari, Fabio

doi:10.36253/978-88-6453-894-5

Cited by 4 publications

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

OER as a Tool for Sustainable Development: The Ukrainian - Latvian Experience of Forensic Science Experts

Palkova

Agapova²,

Zīle

2021

EJSD

View full text Add to dashboard Cite

One of the important factors influencing the quality of modern education is Open Educational Resources. The new form of education was recognised by UNESCO and become an important element in achieving the main goals of Sustainable Development in the field of Education. Open Educational Resources play transformative role in the cases of supporting both regular and specific fields of education. The paper examines the role of Open Educational Resources in the field of such a specific industry/occupation as forensic experts. Forensic experts’ learning process has several levels that start from the access to higher education. The requirements to receive forensic expert’s certificate stems from the national law. And these requirements could vary from country to country. Open Educational Resources represent an opportunity for a great number of learners in various study fields. Nevertheless, those resources are not used in forensic expert education. To clarify the possibility to use Open Educational Resources in specific forensic expert education field, a research on forensic expert education in Latvia and Ukraine has been conducted. Open Educational Resources can improve the quality of education on at least two levels. The first one is the quality of teaching content and the second is the modern learning environment, providing access to all necessary researches that are necessary to pass the forensic expert examination. Authors found out that nowadays Open Educational Resources are not applied in forensic experts’ education. As the research reveals, the main resources are legal documents and practical knowledge provided by academic staff. From the authors perspective it is suggested to create an Open Educational Resource that could provide forensic experts with the information necessary to pass the examination and to improve both practical and theoretical skills. Nevertheless, Open Educational Resources in such a specific field can met several challenges.

show abstract

OER as a Tool for Sustainable Development: The Ukrainian - Latvian Experience of Forensic Science Experts

Palkova

Agapova²,

Zīle

2021

EJSD

View full text Add to dashboard Cite

show abstract

Monitoring the Indicators of Regional Development Effectiveness: Hybrid Model of MOOC

Артеменко¹

2020

Control syst. comput.

View full text Add to dashboard Cite

Розглянуто інноваційні підходи до навчання користувачів системи моніторингу зведених індикаторів ефективності розвитку регіонів у контексті критеріїв якості життя населення з використанням масових відкритих онлайн курсів MOOC-Massive Open Online Course. Проаналізовано сучасну типологію МООС. Запропоновано гібридну модель МООС для розробки контенту і технології навчання цільових користувачів створюваної інформаційно-аналітичної системи моніторингу індикаторів ефективності регіонального розвитку. Ключові слова: моніторинг індикаторів ефективності регіонального розвитку, якість життя населення регіонів, моделі МООС.

show abstract

University Lecturers’ Experiences from the Classroom to a MOOC. Are they ready?

Johnson,

Thüne,

Caruso

2024

dms

View full text Add to dashboard Cite

This article explores the experience of contributors to a MOOC designed mainly for students embarking on second-cycle Master’s degree courses. Following the COVID pandemic, university lecturers were forced to adapt their traditional courses and lecture style in order to continue teaching. This involved a sudden shift to video conferencing platforms and the transformation of the format of learning objects. Teaching staff rapidly had to become familiar with new technologies and teaching strategies. Although all educators in Higher Education had to develop these new skills, getting involved in creating asynchronous online courses was yet another step into unfamiliar territory. A departmental research group designed a MOOC which will award university credits to users completing it. An initial survey to assess willingness to be involved and create content revealed considerable interest among teaching staff. Throughout the design and production process, the drop-out rate remained low. Teaching staff remained keen to contribute to the MOOC. Our hypothesis was that the recent disruption caused by the pandemic meant that teaching staff would be more open to new methods of teaching, and this would affect their approach to the design process in the future. Through the use of surveys and interviews to evaluate contributors’ attitudes, experience and knowledge, we focus on the connections between traditional F2F teaching, online teaching and asynchronous teaching via MOOC, as well as highlighting lessons for both contributors and organisers.

show abstract

Massive Open Online Course

Cited by 4 publications

References 25 publications

OER as a Tool for Sustainable Development: The Ukrainian - Latvian Experience of Forensic Science Experts

OER as a Tool for Sustainable Development: The Ukrainian - Latvian Experience of Forensic Science Experts

Monitoring the Indicators of Regional Development Effectiveness: Hybrid Model of MOOC

University Lecturers’ Experiences from the Classroom to a MOOC. Are they ready?

Contact Info

Product

Resources

About