Reflection on MOOC Design in Palestine

Affouneh, Saida; Wimpenny, Katherine; Ghodieh, Ahmed Ra'fat; Alsaud, Loay Abu; Obaid, Arij Abu

doi:10.19173/irrodl.v19i2.3469

Cited by 10 publications

(6 citation statements)

References 10 publications

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“…Each learning context has its own characteristics that may demand a specific course design to meet educational needs. Therefore, research suggests to develop e‐learning initiatives through interdisciplinary design teams with diverse professional backgrounds, like content experts, technology experts, educationalists, etcetera (Affouneh et al, 2018; Salvador & Rodríguez‐Hoyos, 2016).…”

Section: Discussionmentioning

confidence: 99%

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Theelen

Breukelen

2022

Computer Assisted Learning

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Background: Since about 2010 e-learning has been embedded in educational practice and has become, surely due to the Covid-19 pandemic, increasingly important.Objectives: Although much has been written about e-learning, little is known about crucial didactic and pedagogical design principles for e-learning. This review tried to fill that gap.Methods: Based on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e-learning design in higher education. Open and axial coding was used for analysis.Results and conclusions: There were two continuums distinguished as important for e-learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e-learning design: (1) content scaffolding,(2) process scaffolding, (3) peer-to-peer learning, and (4) formative strategies. In general, most of the e-learning approaches demand an educational design that facilitates authentic learning and self-regulation.Takeaways: To help practitioners in realizing e-learning design, this paper will provide some concrete suggestions and tips for e-learning design. Furthermore, this research shows that more well-founded research is necessary to gain more insight in didactic and pedagogical design principles for e-learning.

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Section: Discussionmentioning

confidence: 99%

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Theelen

Breukelen

2022

Computer Assisted Learning

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“…This situation requires an in-depth analysis of key aspects such as teachers' professional competences [35] in higher education. Those competences are not limited to using certain technological tools or performing mechanical tasks [36] but also include reaching out for pedagogical and learning management requirements, which are essential for the transformation of an online, open college experience [37].…”

Section: Discussionmentioning

confidence: 99%

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

Quintana

Acedo

2020

Sustainability

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sMOOCs (social massive open online courses) have revealed themselves as a remarkable opportunity to foster the culture of participation and open knowledge and sustainability. Due to their communicative potential, they make it possible for participants to interact, to create ubiquitous learning, and to build knowledge in a collective way. This educational and communicative line has set the basis for the European ECO (e-learning, communication, open data) Project, i.e., the purpose of our study, which, beyond training teachers, is decidedly betting on open life-long education. The results presented in the study have been elicited by following a quantitative methodology, through the analysis of a “sMOOC Step by Step” community, intended to become an educational gate to students’ empowerment, shared knowledge, and participation in the course. Results show that collaborative work practices organized by teachers in that virtual learning community encourage educational changes. Both the degree of satisfaction with the learning achieved and the way students perceive its direct applicability to real-life professional contexts prove the effectiveness of this training model. Our research has expanded, aiming to discover sMOOCs opportunities for teacher training and assessing the motivation shown by the virtual learning community towards such an educational reality.

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“…Wang et al (2016) characterized MOOC as it meets the needs of different styles of learning, open, interactive, and also has rich resources, despite of its large size. Affouneh et al (2018) concluded that MOOC offers opportunities for sharing, understanding creative practices and cultural issues.…”

Section: What Is Mooc?mentioning

confidence: 99%

“…In the Palestinian higher educational institutions, many attempts have been documented to develop and deliver MOOCs courses individually or with cooperation with international universities (Affouneh et al, 2018). An interdisciplinary Massive Online Open Course (MOOC) was the first MOOC to be created in Palestine, as a collaboration project between the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine with an International University in the USA (Affouneh et al, 2018). The ANNU developed and delivered a new MOOC course after the success of the first one.…”

Section: Introductionmentioning

confidence: 99%

The Motives and Challenges of developing and delivering MOOCs courses

Khlaif

Ghanim

Obaid

et al. 2021

Education in the Knowledge Society

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This paper described the experience of developing a MOOC at An Najah National University and how it was transferred into a SPOC from the perspective of its team developers. Learners' responses and participation had been analyzed in order to understand its content. The data collected described the motivation for developing the MOOC and then using it as a SPOC, in addition to presenting the challenges that face its development and implementation. The development of the MOOC Genetic and Society at An Najah National University went through different stages starting from offering the course to students face to face and then developing the course online and then preparing it as a MOOC, finally using it as a SPOC to student university. The findings showed the main motives for developing the MOOC such as the well to increase the online Arabic content in this area. The main challenge that faced the course designers was the lack of technical support. The paper recommends developing more MOOCs in different languages in the medical field.

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Reflection on MOOC Design in Palestine

Cited by 10 publications

References 10 publications

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

The Motives and Challenges of developing and delivering MOOCs courses

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