The Comparison of MOOC (Massive Open Online Course) Platforms of edX and Coursera (Study Case: Student of Programming Courses)

Oktavia, Tanty; Prabowo, Harjanto; Meyliana, Meyliana; Supangkat, Suhono Harso

doi:10.1109/icimtech.2018.8528178

Cited by 16 publications

(6 citation statements)

References 8 publications

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“…Herrera-urgiles and Peralta-bravo [42] support MOOCs with gamification elements to improve the students' performance in Object-Oriented programming courses. Oktavia [43] found significant results in examining the effectiveness of edX and Coursera MOOCs in programming learning and suggest researchers to conduct more studies specially in higher education sector. Lepp et al [44] found that MOOCs are effective way in programming learning and they introduced a troubleshooters for programming practices that are provided via MOOCs and realized that 90% of the participants believe that troubleshooters are helpful and 80% were happy to utilize them.…”

Section: Mooc Is An Effective Educational Mean For Pllmentioning

confidence: 97%

Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

2021

IJETER

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Severalstudies stated that Computer Science (CS) students at Saudi Arabia universities face difficulties in programming languages learning (PLL) and need more assistance. Fortunately, Massive Open Online Courses (MOOCs) have been recognized as modern meansthat could be acceptable amongst CS learners. This piece of research aims to clarify the importance of enhancing PLL via MOOCs in Saudi Arabia. This research applied a quantitative research approach that utilized questionnaire as a research instrument. The survey was distributed among CS students to illustrate the current situation of the students’ need and acceptance of MOOCs on PLL. The investigation included 132 participants from different departments in the faulty of Computer Science (CS) at Umm Alqura University and Taif University in Saudi Arabia. The questionnaire results show that 98% believe that they need additional courses in PLL and 94% are accepting the idea of utilizing MOOCs on PLL, on the other hand, the results also show that 77% of the participants have not attended a single PLL course via MOOC. Other results and future research are discussed as wel

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Section: Mooc Is An Effective Educational Mean For Pllmentioning

confidence: 97%

Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

2021

IJETER

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“…Glory et al (2019) evaluated the edX platform following the same criteria adopted by Hanifa et al (2019) and reported that the "add a post" and "add a response" buttons on edX discussion forums could be more self-evident if they were repositioned on the interface. Research that compares MOOC platforms has also focused on usability (c.f., Tsironis et al, 2016) and user satisfaction with respect to how various platform features support learning activities (Oktavia et al, 2018). Such usability and user studies do not shed light on the intersection of platform design and learning.…”

Section: Literature Reviewmentioning

confidence: 98%

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

Quintana

Pinto

Tan³

2021

OLJ

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We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.

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“…MOOC (Massive Open Online Courses) Platforms: Such as Coursera, edX, and Khan Academy, offering online courses from various educational institutions and subjects [57].…”

Section: Digital Learning Environments and Platformsmentioning

confidence: 99%

The Role of Information and Communication Technology in Interactive Learning

Elmi,

Ambiyar,

Huda

et al. 2024

j.sains manaj. inform. dan kompʹût.

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This article is the result of an in-depth literature review on the role of Information and Communication Technology (ICT) in the context of interactive learning. Education has undergone a significant transformation with the adoption of ICT, transforming the traditional way of learning into a more dynamic and participatory learning experience. The purpose of this literature review is to analyse the positive impact of ICT in shaping interactive learning environments, explore the use of multimedia in the learning process, and identify the challenges and opportunities associated with the application of ICT in education. This literature review describes the transformation of learning through ICT, explaining the paradigm shift from conventional approaches to more adaptive and collaborative interactive learning. The results of this literature review illustrate how important the role of ICT is in shaping the future of education that is more interactive, inclusive and relevant to the demands of the times. Through collaboration between educational institutions, government, and the technology industry, as well as a careful pedagogical approach, ICT can be a catalyst to optimise the learning process and empower students to face the complexities of the modern world.

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The Comparison of MOOC (Massive Open Online Course) Platforms of edX and Coursera (Study Case: Student of Programming Courses)

Cited by 16 publications

References 8 publications

Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

The Role of Information and Communication Technology in Interactive Learning

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