MOOC as supplementary tutoring to public school students learning

Magro, Erica Dal; Gebing, Samuel Ânderson; Heinzmann, Leticia; Romagna, Maria Eduarda; Studer, J.; Goulart, Tiago Martins; Ayub, Daniel Martins; Rosito, Maurício Covolan; Silva, Júlia M. C.; Imran, Hazra; Kinshuk, Kinshuk

doi:10.1109/icalt.2017.158

Cited by 5 publications

(5 citation statements)

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“…Firstly, the subject of the MOOC content was decided to be Chemistry as it was revealed to be one of the most challenging subject among 90 university students in a previous research [19]. Preliminary investigation was then conducted through an online survey among students who recently completed their Chemistry course in a higher institution in Malaysia.…”

Section: ) Analysismentioning

confidence: 99%

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Azami¹,

Ibrahim²

2019

IJACSA

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The popularity of Massive Open Online Courses (MOOCs) is prevalent among researchers and practitioners as a new paradigm of open education resource. Since the development of this technology may entail enormous investment, it is critical for institutions to clearly plan the process in designing, developing and evaluating MOOCs that fulfill the needs of target users while keeping the investment to a minimum. Evaluation plays a vital role in assuring that the developed product meets user's satisfaction. This study presents the process of developing a MOOC as a supplementary learning tool for students in a higher education and its usability evaluation which are rarely discussed in detail in prior literatures. Evaluation was done through a questionnaire and the items were adapted from Computer System Usability Questionnaire (CSUQ). The MOOC development process in this research which was based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and the MOOC usability evaluation results enrich existing literatures on MOOC. Overall, findings showed that users were satisfied with the developed MOOC with most of the items gained high mean score above 4.00. When respondents were asked to comment on the strength of the MOOC, the most prominent one turned out to be the MOOC's ability to make students' learning easier.

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Section: ) Analysismentioning

confidence: 99%

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Azami¹,

Ibrahim²

2019

IJACSA

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“…They concluded that, for improved performance, further studies must combine the information derived from a course, the profiles of learners, and their experience. Magro et al (2017) showed the students' acceptability of MOOCs that used a learning management system, as the design could improve their learning recovery process. They proposed an approach, referred to as Learning Management System (LMS), that could be useful in enhancing the learning recovery process of the learners.…”

Section: Resultsmentioning

confidence: 99%

“…Some scholars measured students' and instructors' views of MOOCs to identify their experience using MOOCs with different settings (Bruff et al, 2013;Asiri, 2014;Saadatmand & Kumpulainen, 2014;Waite et al, 2013;Patil et al, 2016;Leito et al, 2015;Leito et al, 2015;Eriksson et al, 2017;Salvador & Rodriguez-Hoyos, 2016), perception (Abeera & Miri, 2014;El Turk, 2015;Loizzo, 2015;Saadatmand & Kumpulainen, 2014;Dal Magro et al, 2017;Firmansyah & Timmis, 2016;Mamgain et al, 2014), motivation (Wen et al, 2014;Pickering & Swinnerton, 2017;Atrey et al, 2016;Sooryanarayan & Gupta, 2015), performance (Masanet et al, 2014;Nkuyubwatsi, 2013;Yousef, et al, 2015;Gamage et al, 2015), engagement (Milligan et al, 2013;Pickering & Swinnerton, 2017;Mulumba, 2016), preference (Abeera & Miri, 2014;Mamgain et al, 2014;Atrey et al, 2016), satisfaction (Fidalgo-Blanco et al, 2016;Khalil & Ebner, 2013), interaction (Khalil & Ebner, 2013), behavior (Campbell et al, 2014;Leach & Hadi, 2017), awareness (Bucovetchi et al, 2015), and intent (Campbell et al, 2014). This variation can help the researchers evaluate the MOOC and know more about how MOOCs could become an official method of education in the world.…”

Section: Discussion and Findingsmentioning

confidence: 99%

“…These are considered the second most interesting type of research for the scholars to explore students' views and instructors' views toward the use of MOOCs (e.g. Najafi et al, 2014;Bruff et al, 2013;Loizzo, 2015;Patil et al, 2016;Dal Magro et al, 2017;Eriksson et al, 2017;Leach & Hadi, 2017;Firmansyah & Timmis, 2016;Salvador & Rodriguez-Hoyos, 2016;Linna et al, 2016).…”

Section: Discussion and Findingsmentioning

confidence: 99%

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The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

Alzahrani¹

2018

WJE

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In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed.

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“…Additionally, research has shown that K12 students' participation in MOOCs can change the traditional modality of study and systematically improve students' scores (Canessa & Pisani, 2013), that MOOCs have a positive impact on compulsory education students' learning (Brahimi & Sarirete, 2015Briggs & Crompton , 2016 and that MOOCs were proved to be successful for providing supplementary tutoring for students which required learning recovery (Dal Magro et al, 2017). On the other hand, researchers must put more emphasis on the commercial model of MOOCs, in order to attract private initiatives with the aim to fund the development of such MOOCs (Koxvold, 2014).…”

Section: Research On K12 Moocsmentioning

confidence: 99%

A computer programming hybrid MOOC for Greek secondary education

Koutsakas

Karagiannidis

Politis³

et al. 2020

Smart Learn. Environ.

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The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOOCs in secondary education. Within the context of this research, a computer programming hybrid MOOC (named PROG15) which combined aspects of both x-and c-MOOCs architecture and pedagogy was designed, implemented and openly provided to Greek Secondary Education students. The MOOC completion rate (xMOOC dimension) was relatively low, but similar to that of typical xMOOCs for adults, while the degree of collaboration with other students and contribution to the course content (the cMOOC dimension) was relatively average. Before their involvement in the MOOC, the participating students recorded particularly high learning expectations from the specific course and from the collaborative learning model it proposed and quite positive views regarding the impact of this new educational tool on secondary education. Their attitude towards these issues was even more positive after their involvement in the MOOC, while their overall experience was particularly positive. The above findings, although they resulted from a comparatively small sample of students for the measures of MOOCs and within a very specific educational context, they form a particularly promising background for the utilization of this new tool in secondary education in general and specifically for the preparation of students for higher education studies, in subjects related to computer programming. Of course, further research and investigation is required on the design, development and implementation of the next generation of MOOCs and the practical and theoretical research outcomes resulted from this research can be a quite valuable input.

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MOOC as supplementary tutoring to public school students learning

Cited by 5 publications

References 10 publications

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

A computer programming hybrid MOOC for Greek secondary education

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