Will massive open online courses change how we teach?

Martin, Fred

doi:10.1145/2240236.2240246

Cited by 251 publications

(130 citation statements)

References 3 publications

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“…Furthermore, major institutions like the Stanford University 3 paved the way to Massive Open Online Courses (MOOCs), i.e. web delivered courses capable of attracting up to 160,000 individuals both watching lectures and solving assessed exercises [22].…”

Section: Introductionmentioning

confidence: 99%

Predicting online lecture ratings based on gesturing and vocal behavior

Cheng

Salamin

Salvagnini

et al. 2014

J Multimodal User Interfaces

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Nonverbal behavior plays an important role in any human-human interaction. Teaching -a inherently social activity -is not an exception. So far, the effect of nonverbal behavioral cues accompanying lecture delivery was investigated in the case of traditional ex-cathedra lectures, where students and teachers are co-located. However, it is becoming increasingly more frequent to watch lectures online and, in this new type of setting, it is still unclear what the effect of nonverbal communication is. This article tries to address the problem and proposes experiments performed over the lectures of a popular web repository ("Videolectures"). The results show that automatically extracted nonverbal behavioral cues (prosody, voice quality and gesturing activity) predict the ratings that "Videolectures" users assign to the presentations.

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Section: Introductionmentioning

confidence: 99%

Predicting online lecture ratings based on gesturing and vocal behavior

Cheng

Salamin

Salvagnini

et al. 2014

J Multimodal User Interfaces

View full text Add to dashboard Cite

show abstract

“…Together with the fact that traditional lecture-based curriculum normally results in low student motivation, retention and autonomy among others; it could come one day in which all educational resources are online (Martin, 2012). Nowadays, an individual who is interested in learning a specific subject could openly access to multimedia materials developed by the most prominent experts in their field.…”

Section: (Ec2000)mentioning

confidence: 99%

Enhancement of Mechanical Engineering Degree through student design competition as added value. Considerations and viability

De-Juan

Rincón

Iglesias

et al. 2016

Journal of Engineering Design

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Enhancement of Mechanical Engineering Degree through student design competition as added value. Considerations and viability.This paper propose using a student design competition as an learning tool in the Mechanical Engineering Degree for enhancing the general competences and motivation of the students, transferring theoretical knowledge to practical situations and bringing together all courses involved under a common framework.This constitutes an added value that the in-person universities should offer to their students as a consequence of the Bologna process and the raising of open online resources for self-learning.In order to assess the viability of this proposal, a pilot Competition-DesignActivity (CDA) is presented using project-based learning methods during a Mechanism Theory course for sophomore students. Meanwhile, twenty seven participants of a forty five-student course from a European university took part in the pilot CDA, which consisted on redesigning the motorbike rear suspension used in a student design competition. Participants also completed mid-term and final exams as well as a survey to get their perception of this activity.Based on the success of the pilot CDA, the authors are planning to implement the proposal, including similar CDAs in other Mechanical Engineering courses to use the competition as a link between them and to encourage students to participate on the competition.

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“…[4] Each physical clicker is registered to a student to identify the individual. To accomplish this same type of individual identification of distance education students viewing the lectures as streaming video online, we request the student identify themselves with their name and email address before they are allowed to view the lecture.…”

Section: A How Embedded Questions Workmentioning

confidence: 99%

Enhancing Student Engagement in a Blended Resident and Online Course Using Clickers and Embedded Questions

Kulkarni¹,

Iwinski²

2016

Journal of Engineering Education Transformations

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Abstract- Keywords -This paper describes the use of Clickers (small, mobile phone like electronic devices) and embedded questions in streaming videos for the purpose of student engagement in a course that was taught with a blended delivery model in a live resident classroom and also delivered to distance education students online. In order to provide the ability for instructors to engage students in a rich interactive environment, a creative use of Clickers and embedded questions was developed for a course in Mechanical Engineering -ME 201: Introduction to Thermal Sciences at Penn State. Details of how Clicker devices and specially designed Clicker questions are used to receive feedback of students in a resident classroom are first presented, followed by details of using similar questions embedded in streaming videos for online delivery. The student feedback collection and its analysis for both resident and online courses is discussed. The study shows that such an approach makes creative use of the modern instructional technologies to enhance the teaching-learning process and improve the understanding of students.

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Will massive open online courses change how we teach?

Abstract: Sharing recent experiences with an online course.

Cited by 251 publications

References 3 publications

Predicting online lecture ratings based on gesturing and vocal behavior

Predicting online lecture ratings based on gesturing and vocal behavior

Enhancement of Mechanical Engineering Degree through student design competition as added value. Considerations and viability

Enhancing Student Engagement in a Blended Resident and Online Course Using Clickers and Embedded Questions

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