Massive Open Online Courses: Concept and Implications

Mahajan, Rajiv; Gupta, Piyush; Singh, Tejinder

doi:10.1007/s13312-019-1575-6

Cited by 50 publications

(40 citation statements)

References 11 publications

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“…By 2012, many massive open online courses in medical sciences were developed. [ 3 ] Recent is telelearning, in which students and teachers interact through virtual patient room and students can even be assessed for knowledge, skills, and attitudes.…”

Section: Introductionmentioning

confidence: 99%

Online teaching in medical training: Establishing good online teaching practices from cumulative experience

Saiyad

Virk

Mahajan

et al. 2020

Int J App Basic Med Res

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Section: Introductionmentioning

confidence: 99%

Online teaching in medical training: Establishing good online teaching practices from cumulative experience

Saiyad

Virk

Mahajan

et al. 2020

Int J App Basic Med Res

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“…From the preliminary search, was evidence that a large part of the MOOCs maintained among their characteristics, possessing technical content of some specialty, learning units aimed at professionals (16)(17) others offering professional certification (13)(18)(19)(20), and some are not available upon request upon payment. Although we have not included these MOOCs in the study, it is essential to notice that it can be an indicator of the limited supply of MOOCs with a profile aimed at the general public or users of primary level care centers, with the content of free health education and aimed at prevention and health care.…”

Section: Discussionmentioning

confidence: 99%

Massive Open Online Course (MOOC) Opportunities on Health Education (HE) during of mandatory social isolation context

Dolores-Maldonado

Cañari-Casaño²,

Montero-Romainville

et al. 2021

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Background: Routine care for prevention and health promotion has reduced significantly due to the Covid-19 pandemic and mandatory social isolation measures. In this context, it is necessary to identify and describe Massive Open Online Courses (MOOCs) that provide opportunities for health education, promotion, and prevention aimed at the general population. The study is a systematic review of MOOCs on health education, health promotion, and prevention for the general population in a pandemic context. Methods: We developed a search for MOOC courses aimed at the general population on health education, health promotion, and prevention in different MOOC available platforms. We executed a descriptive analysis of the main characteristics of the selected MOOCs. Results: There were 117 MOOCs chosen on Health education, promotion, and prevention for the general population. Coursera (40.3%) was the platform that offered the highest quantity of MOOCs; more than half of MOOCs language was in English (52.9%). The median duration time in hours of the selected MOOCs was 11 (IR 6-15). The predominant themes were "Health promotion" (43%) and "Food and nutrition" (31%), and the origin was mainly from Europe (37.8%). Conclusions: MOOCs offerings in Health Education (HE) is diverse, predominantly in English, of European origin, and in health promotion issues. This study opens an opportunity to multiply initiatives in different territories, considering other languages and topics more akin to each territorial reality, allowing it to be a more equitable learning opportunity in times of pandemic and compulsory social isolation.

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“…Por otra parte, otros estudios como Bali et al (2015), Dubosson et al (2015), Blanco et al (2013), Mahajan et al (2019), Smith & Eng (2013 se enfocan en las distinciones de varios tipos de MOOC, de acuerdo al tipo de experiencia de aprendizaje que resulta de sus distintos tipos de diseño instruccional, entre los que se resaltan los xMOOC, cMOOC, los microMOOC, etc.…”

Section: Los Que Están En Decliveunclassified

“…7, 30-Abril -2021 DOI: http://dx.doi.org/10.6018/red.438701 Los MOOC en la línea del tiempo: una revisión sistemática de literatura. Andrés Chiappe y Monique Amaral 3 of 31 Algunos autores como Conole (2016), Mahajan et al (2019), Bakki et al (2019) o Cochrane et al (2019), ponen especial énfasis en su cualidad abierta asociándola a los primeros MOOC que posteriormente se denominaron cMOOC o de tipo conectivista, en donde la experiencia de un aprendiz tenía mucho que ver con la compartición, la colaboración y la adaptación de contenidos que éste podía realizar gracias a su diseño de interacción basado en el uso de herramientas colaborativas, abiertas y sociales.…”

Section: Introductionunclassified

Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

Laverde

Amaral²

2021

Red

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Los cursos online masivos y abiertos (MOOC) se han convertido en un fenómeno educativo emergente con un enorme potencial de transformación y democratización educativa. Luego de casi una década de su primer lanzamiento, gran cantidad de investigación se ha realizado para intentar comprender sus alcances y limitaciones como instrumento de aprendizaje flexible y personalizado. Con el propósito de aumentar tal comprensión, se ha llevado a cabo una revisión sistemática de literatura sobre estudios publicados entre 2009 y 2019 acerca de los MOOC. Se aplicó un método de 6 pasos para revisar 486 estudios, a partir de procesos de filtrado, abstracting, lectura en profundidad y extracción e interpretación de datos. Los resultados muestran una gran cantidad y diversidad de focos de investigación sobre los MOOC, algunos en auge, otros en declive y otros de naturaleza efímera. Se resaltan entre ellos las Prácticas Educativas Abiertas, el diseño de los MOOC, el engagement, la deserción y el conectivismo. Los focos de investigación representan las principales preocupaciones de educadores e investigadores sobre lo que pareciera ser el advenimiento de un nuevo orden educativo que soportaría el aprendizaje a lo largo de la vida y los entornos de aprendizaje enmarcados en la sociedad 4.0. Massive and open online courses (MOOC) have become an emerging educational phenomenon with enormous potential for educational transformation and democratization. After almost a decade of its first launch, a great deal of research has been carried out to try to understand its scope and limitations as a flexible and personalized learning instrument. In order to increase such understanding, a systematic review of literature on studies published between 2009 and 2019 about MOOCs has been carried out.A 6-step method was applied to review 486 studies, based on filtering, abstracting, in-depth reading and data extraction and interpretation processes.The results show a large number and diversity of research focuses on MOOCs, some booming, others in decline and others of ephemeral nature. Among them are the Open Educational Practices, the design of MOOCs, the generation of engagement, dropout and connectivism.The research focuses represent the main concerns of educators and researchers regarding what appears to be the advent of a new educational order, which currently supports lifelong learning and future learning environments framed in society 4.0.

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Massive Open Online Courses: Concept and Implications

Cited by 50 publications

References 11 publications

Online teaching in medical training: Establishing good online teaching practices from cumulative experience

Online teaching in medical training: Establishing good online teaching practices from cumulative experience

Massive Open Online Course (MOOC) Opportunities on Health Education (HE) during of mandatory social isolation context

Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

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